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Biennial report, Public Schools of North Carolina

Biennial report of the North Carolina State Board of Education, Department of Public Instruction

301 North Wilmington Street
Raleigh, North Carolina 27601-2825
www.ncpublicschools.org
A total of 1,500 copies of this document were printed at government expense at a cost of $1.64 per copy.
Staying the Coursefor
SUPERIOR SCHOOLS
2000-2001 Annual Report
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
Staying the Coursefor
SUPERIOR SCHOOLS
2000-2001 Annual Report
Table of Contents
Message from the State Board
of Education Chairman ........................................................2
Message from the State Superintendent
of Public Instruction.............................................................3
Looking Toward the Future.................................................4
North Carolina’s Strategic Plan
for Excellent Schools ...........................................................5
Strategic Priority 1
High Student Performance..................................................6
Strategic Priority 2
Safe, Orderly and Caring Schools.......................................8
Strategic Priority 3
Quality Teachers, Administrators, and Staff.....................12
Strategic Priority 4
Strong Family, Community, and Business Support...........16
Strategic Priority 5
Efficient and Effective Operations....................................18
State Board of Education Members.................................20
Phillip J. Kirk Jr.
Chairman,
State Board of Education
On Nov. 1, 2001, I had the privilege
of participating in one of the most
moving ceremonies that I have ever
witnessed. On that day, the State
Board of Education awarded high
school diplomas to nearly 40 World
War II veterans who had not
completed high school because of the war. Thanks to a
partnership with the General Assembly, the Board was
given the opportunity to present these diplomas.
Although the veterans we honored on that day had
enjoyed many accomplishments throughout their lives,
it clearly was meaningful to each of them to receive a
high school diploma.
As the chairman of the State Board of Education,
one of my goals is to ensure that the high school
diploma remains meaningful – both to the students
who earn them and to employers and colleges who
work with our graduates after high school. Many efforts
are underway to continue improving standards and
learning for all students.
In 2001, North Carolina reached a milestone in school
improvement by marking the fifth year of The ABCs of
Public Education, the state’s model for school improve-ment
and accountability. This is the longest period of time
in recent memory that North Carolina has maintained
support for a single school improvement program.
The results of this sustained effort have been very positive.
• In 2000-01, 171 schools met the standards required
to be Schools of Excellence. That includes having 90
percent or more of their students at or above grade
level and meeting or exceeding their growth goals for
student achievement. In the first year of the ABCs
program, only 12 schools met these criteria.
• Nearly one-third of all schools had at least 80 percent
of students at or above grade level in 2000-01. Fewer
than 10 percent of all schools met these criteria for
Schools of Distinction in 1996-97.
• The percentage of students who scored at grade level
in both reading and mathematics has shown positive
growth across all racial groups since the ABCs began,
improving by as much as 17 points.
• Educators and students and their families are more
focused on student achievement than ever before.
North Carolinians have noticed the new focus in
our schools.
In November, school bond issues were approved in all
seven of the counties with bond referendums on their
ballots. For voters to overwhelmingly approve school
bonds in a time of economic downturn and national
uncertainty shows that their confidence in public
schools is strong.
This fall’s Carolina Poll conducted by the University of North
Carolina at Chapel Hill School of Journalism and Mass
Communication, saw an increase in the percentage of
citizens giving public schools a grade of A or B. A total
of 58.7 percent of those polled gave their schools these
grades. In 1993, before the state had implemented a
model to improve schools, only 42 percent of citizens felt
that they would give public schools the highest grades.
These polling results are home grown validation for
praise that outsiders have given North Carolina schools.
Two United States presidents, Education Week, the
National Education Goals Panel and many others have
praised North Carolina’s educational progress and
school improvement. In my experience, it’s much more
challenging and more rewarding to earn high praise
at home.
Everyone who is involved with public schools has been
working very hard over the past five years to improve
schools and improve learning. We intend to continue
this forward momentum by continuing to raise expecta-tions
and provide focus for our public schools.
December 2001
A Message From...
2
Michael E. Ward
State Superintendent,
Department of Public Instruction
Before my terms as State
Superintendent of Public
Instruction, I was a teacher, a
principal and a local superintend-ent.
During those years, I did my
best to serve students and the
community, but some of the
issues I encountered really needed a statewide focus.
The five strategic priorities of the State Board of
Education and Department of Public Instruction provide
an excellent framework to help all North Carolinians
who are involved with public education focus our efforts
to address the “big picture” issues before us. Our five
priorities are:
• high student performance;
• quality teachers, administrators and staff;
• safe, orderly and caring schools;
• strong family, community and business support; and
• effective and efficient operations.
Within this framework of priorities, North Carolina’s
public school system has been diligently working to
improve academic standards and achievement, boost
the safety and supportiveness of school environments,
and attract and keep qualified teachers and other staff.
We have experienced significant success because of the
focus provided by this strategic plan.
As a result, North Carolina now has statewide standards
for student promotion at grades three, five, and eight, as
well as for high school graduation. The ABCs of Public
Education, in place since 1995, continues to be one of
the most effective accountability models in the nation by
focusing educators on growth in student achievement
and by working to have a high percentage of students at
or above grade level.
This school year, public schools were spared from the
extensive cuts experienced by many state agencies. In
fact, in a difficult budget climate, public education was
fortunate to receive funding for important new initiatives.
The General Assembly provided significant resources for
high priority schools, for reducing class size allotments
for kindergarten, and for teacher recruitment. Additional
funds were provided to help meet the needs of at-risk
4-year-olds, to close the educational achievement gaps
between different groups of students, and to support
schools that are continually low performing.
I have been privileged to co-chair Gov. Mike Easley’s
Education First Task Force since it formed in June. The
work of this group has focused on finding ways to meet
the five strategic priorities, with special emphasis on
understanding schools that are successful despite
difficult odds, determining the most strategic use of
resources, and ensuring that public school graduates
are prepared for what lies ahead.
At its December meeting, the State Board of Education
received the first report of the Advisory Commission on
Raising Achievement and Closing Gaps. This group has
made several recommendations for important changes
in our schools, but “job one” must be to build and feed
the belief that students, irrespective of race or poverty,
can succeed in our schools. The Board and I are
committed to ensuring that all children are educated
to their highest potential.
North Carolina public schools are at a pivotal point in
their history. While many schools have made significant
gains and improvements, we have unmet challenges
ahead. Our improvement efforts have been in place long
enough that we can see, not only results, but also the
most persistent needs and problems. It is now up to us
to find ways to meet them.
December 2001
3
Looking Toward the Future...
Education First Task Force
Ensuring the academic success of all public school
students will remain a top challenge for North Carolina
public schools. The Governor’s Education First Task
Force recommendations will be used to develop an
education system that goes far beyond "sound and
basic" to one that is superior and competitive. Our
ultimate goal is to lead the nation in education by 2010.
Student Accountability Standards
The state’s accountability program has enabled us to
identify students who could benefit from intervention so
that they do not fall behind their peers. Implementation
of statewide Student Accountability Standards in grades
three and eight in the 2001-02 school year may present
additional challenges to local school systems as they
strive to meet the needs of at-risk students while
challenging all students to higher levels of achievement.
Early Childhood – More at Four
The Governor’s More at Four initiative, which is being
piloted this year, will help at-risk 4-year-olds receive the
educational start they need. Implementing this initiative
will require local public schools, through partnerships
with private and other public institutions, to focus on
the needs of the state’s youngest learners.
Continually Low-Performing Schools
Students in continually low-performing schools have
their own specific needs, which will be addressed, in part,
by funds allocated this year to provide for smaller class
sizes and additional training for teachers. Schools that
struggle with low performance have many challenges to
meet, and providing them with adequate assistance will
take creative partnerships and focus.
Closing Gaps
In 2002 the Board will review the recommendations of the
Commission on Raising Achievement and Closing Gaps
to determine the next steps in the state’s effort to raise
student achievement and close gaps among different
groups of students. Although achievement gaps have
been a problem nationally and in North Carolina for
many years, our state leads the nation in efforts to
address this impediment to high student achievement.
Quality Teachers
North Carolina has only recently reached the point
where teacher salaries are on par with the national
average. Although a variety of programs and efforts are
underway to recruit quality teachers and retain the ones
already teaching in North Carolina schools, this issue
will continue to be important.
Limited English Proficient Students
North Carolina is experiencing rapid growth in the number
of students for whom English is a second language, with
more than 150 languages spoken in the state’s class-rooms.
In the last 10 years (1991-2001) the percentage of
Hispanic students has risen from less than 1 percent, or
8,530 students, to 4.4 percent or 56,232 students. These
demographic changes have implications for instruction,
testing and for community-building.
Facilities
The Department’s 2001 five-year facility needs report
clearly shows that the monetary gap needed for
construction and renovation of schools is widening. How
we address this continuing need will have far reaching
implications on the state’s ability to be first in education.
Strengthening Secondary Education
Improving the high school program and increasing high
school completion rates are important goals. A special
High School Task Force, as well as an association of
high school educators, are working to address issues of
curriculum, student support and achievement.
Technology
North Carolina’s public schools currently operate
on an information system – the Student Information
Management (SIMS) system – that was installed in the
1980s and is insufficient to meet current needs in terms
of connectivity, reporting requirements and instructional
needs. A new student information managment system,
NC WISE: Window of Information on Student Education,
has been developed to replace SIMS statewide. It has
been piloted in three school systems and funds are
being requested to expand it to all public schools in
North Carolina over the next three years.
4
High Student
Performance
Safe, Orderly, and
Caring Schools
Quality Teachers,
Administrators, and
Staff
Strong Family,
Community, and
Business Support
Effective and Efficient
Operations
1.1 Every child ready to learn.
1.2 Rigorous and relevant academic standards and assessment systems for
every student.
1.3 Every student masters essential knowledge and skills.
1.4 Every student prepared for continuous learning and career readiness.
2.1 Learning environments inviting and supportive of high student performance.
2.2 Schools free of controlled and illegal substances and all harmful behavior.
2.3 Mutual respect of students, teachers, administrators and parents.
2.4 Adequate, safe education facilities that support high student performance.
3.1 Professional preparation aligned with state priorities.
3.2 A system to recruit, retain, and compensate a diverse corps of quality
teachers, administrators, and staff.
3.3 A system to ensure high performance of teachers, administrators, and staff.
3.4 A system of continuous learning and professional development to support
high performance of all employees.
3.5 High ethical and professional standards for all employees.
4.1 State education priorities responsive to the needs of the family, community,
and business customers.
4.2 A comprehensive and aligned system of support for the academic success
and general well-being of all children that promotes:
• Meaningful involvement in schools,
• Interagency collaboration for health, nutrition, and social services, and
• State and local partnerships.
4.3 A system to build the capacity of local districts to create, respond to, and
sustain meaningful partnerships.
5.1 Components of the education system aligned to achieve high performance.
5.2 Decision making authority and control at the most appropriate level closest
to the classroom.
5.3 Internal and external partnerships promoted and aligned to state goals.
5.4 Informational and accountability systems capable of reporting strategic and
operational results.
5.5 A funding system that provides adequate and aligned financial and
personnel resources to maximize educational achievement.
North Carolina’s Strategic Plan
for Excellent Schools
STRATEGIC STRATEGIC
PRIORITY GOALS
Mission: North Carolina’s public schools will create a system that will be customer driven with local flexibility to
achieve mastery of core skills with high levels of accountability in areas of student achievement.
North Carolina State Board of Education, April 10, 1996
5
6
Strategic Priorit1y
HIGH STUDENT PERFORMANCE
North Carolina’s accountability program broadened its
scope in 2000-01 as fifth grade students were officially
included under statewide Student Accountability
Standards. In 2001-02, the accountability standards
expand to include third and eighth graders and incoming
high school freshmen who will be required to pass a
High School Exit Exam in order to receive a diploma
upon graduation.
The State Board of Education passed the Student
Accountability Standards policy on April 1, 1999. As a
result, more students are receiving the intervention
they need – when they need it – to ensure that they
will possess the foundation skills to succeed at the
next grade level.
Under the ABCs of Public Education, North Carolina’s
public schools have experienced sustained increases in
the percentage of students achieving at or above grade
level. This trend continued in 2000-01 as almost 72
percent of students in the third through eighth grades
tested proficient in the essential skill areas of reading
and mathematics. This number represents a 10 percent
increase since 1996-97, the year when the ABCs program
was first implemented for these grade levels.
Higher student achievement also is reflected in the
state’s average 2001 SAT score, which increased four
points to 992, and in the performance of selected fourth
and eighth grade students on the 2000 NAEP
Mathematics Assessments where students surpassed
the national and Southeast averages. On NAEP’s 2000
science assessments, North Carolina’s fourth and eighth
grader’s performance was consistent with the nation’s
and above the Southeast’s.
The improved academic performance of public school
students can be attributed to educators and community
members who are ensuring that children are challenged
in the classroom and receive appropriate intervention
when they need help.
The hard work of administrators, teachers, students,
parents and community members attributed greatly to
the high number of students passing the fifth grade
end-of-grade tests and the first gateway under statewide
standards. Almost 93 percent of fifth grade students
passed both the reading and mathematics end-of-grade
assessments with only slightly more than 2 percent not
meeting the standard (either state and/or local) and were
thus retained. Some of the students who did not meet
the standard but were promoted anyway had either been
retained previously, were limited English proficient or
were determined to be ready for the next grade.
The public’s confidence in the state’s accountability
program was shaken in 2000-01 due to low math end-of-grade
test cut scores, which resulted in a higher passing
rate and the promotion of students who may not have
been ready for the next grade’s mathematics work. The
State Board of Education and State Supintendent took
immediate action by calling for an independent, external
audit of the state’s testing and accountability program.
The Panel found that North Carolina has a strong testing
and accountability program but that the assessment
program is not funded or staffed adequately and needs
better communication.
Testing and accountability are important, but the
overriding desire is improved student achievement. The
success of the state’s standards depends on the financial
resources to fund the various intervention initiatives.
Local school systems demonstrated creativity as they
reviewed their budgets to redirect money to address
support of struggling students. North Carolina’s legisla-ture
assisted in this effort by providing over $25 million to
reduce kindergarten class size allotments, reduce class
sizes in grades K-3 in chronically low-performing schools,
add five staff development days for teachers in chronically
low-performing schools, fund scholarships for teacher
assistants and bonuses for teachers in high demand
subject areas working in eligible middle and high schools.
Our accountability program has reached the point where
we can try bold, aggressive measures to assist these
students and schools. The monies provided by the legisla-ture
will help accelerate student achievement in some of
the schools that continue to struggle.
The legislature also provided monies to address gaps in
achievement between groups of students. The state has
made some progress in closing the achievement gap
but the gaps are very persistent. In April 2000, State
Superintendent Ward outlined 10 ways to address
closing the achievement gap and challenging all
students to reach higher levels of performance. These
actions include establishing an advisory commission
to address the issues of higher standards and closing
performance gaps and establishing a section within
DPI to provide technical assistance to schools and
school systems.
In December, the Advisory Commission on Raising
Achievement and Closing Gaps presented its first report
to the State Board. While the Commission found that
closing existing gaps is a formidable challenge, they
believe it can be done – but only if attitudes regarding
minority achievement are changed. Included in the
report are recommendations to reduce the number of
minority students in special education programs;
expose minority students to more rigorous courses;
train and support educators to better instruct a diverse
population; and hold local schools accountable for
closing their achievement gaps.
Woodward Middle School’s
At-Risk Eighth Graders
Getting By With a Little Help from Their Friends
We all remember the Beatles hit song, “I’ll Get By With a
Little Help From My Friends.” It’s a song and phrase that
Woodward Middle School, Wilkes County Schools, has
taken to heart as staff mentor at-risk eighth graders and
together strive for academic success.
Like most schools, Woodward Middle revised its School
Improvement Plan to include strategies to ensure that
its at-risk students, in this case eighth graders, had
every opportunity to achieve academic success. This
includes reviewing testing data to determine which
students need intervention to strengthen their reading,
writing and mathematics skills; staff meeting together to
create, discuss and monitor students’ Personal
Education Plans; and communicating with parents to
ensure that they are aware of their children’s progress.
But Woodward Principal Coleen Bush felt something more
was needed… at-risk students needed an advocate… and
all staff needed to be involved – not just the eighth grade
teachers. From this stream of consciousness a mentoring
program was born.
“I wanted our at-risk students to know that someone
believed in them and would be there for them if they
ever had a problem or needed someone to talk to,” Bush
said. She said it also was important to involve all
Woodward staff. “The success of these students isn’t the
sole responsibility of our eighth grade teachers. We all
have a stake.”
Currently, a little over 70 students are involved in the
school’s mentor program. Teachers, teacher assistants,
and other professional staff meet with students before
and after school and on Saturdays. At these sessions,
they follow-up on their student’s tutoring, class assign-ments,
test grades and any other areas of concern.
Although it’s early, Bush said the mentoring program
seems to be going well. “Parents are very appreciative of
the extra time being spent on their children. They are a
partner in their child’s success so it’s critical that they be
informed and involved every step of the way.”
Woodward Middle School Assistant Principal Wanda
Hutchinson said that the mentor program drives home
to students that people do care about how they are
doing and are there to help them succeed. “I tell my
student all the time that I am here to help and that we
are going to do it and be successful. We don’t discuss
what will happen if we’re not because we’re both
committed to success.”
The 2000-01 school year marked a significant milestone
for North Carolina’s accountability program as it marked
the fifth year of the program’s inception. It is a tribute
to the integrity of the ABCs and the public confidence
in this program that the state has been able to stick
with the accountability program for five years and see
success as a result.
Spanish teacher Mayra Rondon discusses the week’s work
with an eighth grade student.
“Parents are very appreciative of the extra time being spent on their children.” Coleen Bush, principal, Woodward Middle School
7
Strategic Priorit2y
SAFE, ORDERLY AND CARING SCHOOLS
When parents send their children to school each day,
their most basic expectation is that their children will be
safe. This expectation and accompanying concerns about
safety have only intensified in the wake of the Sept. 11
attacks on the World Trade Center and the Pentagon.
To that end, the promotion of safe, orderly, and caring
schools is a key component of the State Board of
Education and Department of Public Instruction’s
strategic plan for schools. State-sponsored efforts
include a wide range of activities, such as collecting
school crime statistics, providing local training on
alternative learning programs, encouraging healthy
school environments and providing support to local
school psychologists and guidance counselors.
School Violence and Crime Report
The eighth Annual Report on School Crime and Violence
showed that the number of reported incidents had
increased slightly in the 2000-01 school year, although
the number of incidents has remained flat over the past
five years with small fluctuations annually. The number
of incidents reported totaled 7,565 or 6.085 acts per
1,000 students. This is up from 7,229 incidents in
1999-2000, or 5.980 incidents per 1,000 students.
Five years ago, in 1996-97, there were 8,141 reported
incidents or 6.724 per 1,000 students.
The three highest-incidence acts from the beginning
of annual reporting in 1993 continue to account for 88
percent of all reportable acts. These three acts are
Possession of a Weapon, Possession of Controlled
Substances and Assault on School Personnel.
When schools are considered by grade level, elementary
schools reported increases of 12.3 percent in the overall
reported crimes. High school incidents increased 5.4
percent, and middle schools posted a smaller increase
of 1.5 percent.
A total of 739 students were victims of school crime or
violent acts in 2000-01. At the same time, 1,063 school
staff were victims. The number of student victims
declined by 8.5 percent and the number of staff victims
declined by 6.34 percent over 1999-2000. A total of 5,664
regular students were reported as offenders, while 2,260
exceptional students were identified as offenders. Most
of the incidents reported were serious enough to report
to local law enforcement. The most common conse-quence
of these acts to the offenders was suspension
from school for 10 days or less.
Given the recent emphasis in schools on recognizing
and intervening at the first warning signs of violence
and crime, and immediately documenting such acts, it
is possible that the increased numbers reflect a more
concerted effort to detect and report crimes on school
property. At the same time, any level of violence or
crime in schools is too high. Increases in violent
incidents are unacceptable, and a sign that efforts
must be doubled to address safety issues.
PERCENT CHANGE IN INCIDENCE OF MOST OFTEN
OCCURRING CRIMES
(a minus represents a reduction, a plus represents an increase)
1998-99 to 1999-00
-1% +8% +4% -23% +4% -3% -20% -14% +12%
1999-00 to 2000-01
Firearms Sexual Assault Unarmed Weapon Assault, Sexual Assault, Drug
Assault w/Injury Robbery Possession Personnel Offense Weapon Possession
-40% -18% -18% -16% -7% -7% +23% +6% +5%
8
Support Provided to Local Schools
North Carolina is fortunate in that it has not weathered
a incident of terrorism or large-scale violence affecting
schools. Nonetheless, on Sept. 11, all Americans recog-nized
their vulnerability.
The Alternative and Safe Schools/Instructional Support
Section at DPI stepped up its efforts in the aftermath
of the terrorist attacks to provide resources for local
guidance counselors, school psychologists and other
educators. The section staff assembled a crisis Web site
with a variety of resources, links and other materials to
help educators and families cope with the events of this
fall, and this Crisis Resources link will remain prominent
on the Department’s Web site, www.ncpublicschools.org,
for as long as necessary.
Although Web-based outreach is able to provide services
and support to a broad audience, the section’s eight-member
staff also provides on-going professional
development and support to local school districts.
Partnerships to Provide Services
Creating and sustaining safe schools is a goal that
requires cooperation among school officials, students,
parents and communities and a variety of government
agencies, including law enforcement. For this reason, the
Safe Schools section collaborates with the Governor’s
Crime Commission on implementing additional
Alternative Learning Program sites funded through Crime
Commission grants. DPI and the Department of Crime
Control and Public Safety also are working together to
develop strategies for school-based and community-based
programs to help long-term suspended youth.
New Legislation Focuses
on Character Education
Although some local school systems in North Carolina
already have character education components included
in their instructional programs, legislation approved in
2001 will expand this statewide. Teach North Carolina
History in Elementary and Middle School and Enact the Student
Citizen Act of 2001 requires instruction in civic and citizen-ship
education. Every local board of education will be
required to develop and implement character education
instruction with involvement from the local community.
Four specific responsibilities are to be taught: respect
for school personnel, responsibility for school safety,
service to others, and good citizenship.
A special legislative provision, also approved this year,
commissioned the State Board of Education to use funds
appropriated for character education to develop a model
character education curriculum. A full-time character
education consultant will be employed by DPI early in
2002 to conduct character education staff development,
develop curriculum materials and resources, and provide
technical assistance to local school districts.
A
total of 739 students (out of 1.2 million) were victims of school crime in 2000-01.
9
10
Students at Carthage Elementary School, Moore County, prepare for a special
patriotic assembly.
Together We
9.11.01 – North Carolina Schools Respond
The attacks of Sept. 11, 2001, represented one of the
worst events in American history. The responses to
these events, however, represented the very best of
American citizens. North Carolina public schools
responded generously and sensitively after Sept.11 to
help their students cope and to help the victims of the
terrorist attacks in New York and Washington, D.C.
To help children understand and deal with the events,
schools provided counseling sessions, held special
assemblies and provided information to students and
their parents about ways to help with their emotions in
the days and weeks following the attacks. While North
Carolina itself was not threatened by this fall’s events,
many of the state’s residents have connections to
victims in New York and Washington, D.C. Also, the
large military installations in North Carolina have meant
that those communities have been affected by troop
deployments. In the outpouring of patriotism, local
school communities have found creative ways to
express their solidarity and sympathy with the Sept.11
victims and help in whatever ways they can.
Elementary school students collected pennies for public
schools, coins for kids and teddy bears for children
affected by the tragedy. In some cases, students who
had planned fundraisers to finance class trips cancelled
the trips and continued the fundraiser – with the
proceeds going to relief efforts.
When President George Bush requested $1 per child for
the Afghan children, North Carolina schools continued
to respond. In Alamance County, the school system
organized a system-wide campaign that culminated with
a finale event where students from each school presented
symbols of their donation and reported on all projects
related to Sept.11 at their school.
Students at Cool Spring Elementary in Iredell County
directly "adopted" two families who lost their fathers in
the Sept.11 attacks. The students are working with the
children’s schools in New York City to provide support
and help for their families. At the school’s first Parent-
Teacher Organization meeting of the year, students held
a talent show and used admissions donations for this
cause. Along with other fundraising activities, the
school’s goal is to raise $3,000 for the two families.
Cool Spring Principal Don Hankins said that the students
have responded well to this challenge. “We knew we
couldn’t help everyone, but we felt like we could help
someone. Our students and parents like the idea of
knowing where their money is going and who it will help.”
In Asheboro, students worked together to make
Remember Sept.11,2001 buttons with the American flag.
Proceeds from their sale went to the family of Sandy
Bradshaw, the flight attendant from Greensboro who
was on United Flight 93 when it crashed.
Displays of patriotism and support for American troops
also have been popular with public school students.
Handmade American flags, balloon releases bearing
patriotic messages, and special "red, white and blue"
days have been important ways for students to express
their support for the victims and their families, as well
as their support for firefighters, police officers and the
armed forces.
e Stand!
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12
Strategic Priorit3y
QUALITY TEACHERS, ADMINISTRATORS AND STAFF
Test scores and rankings make headlines in education
news, but quality teachers, principals and other staff are
the key to North Carolina’s continuing public school
improvements and critical to parental satisfaction
with schools.
This year, North Carolina local school districts hired
approximately 10,000 new teachers. These new teachers
represent approximately 12 percent of the total number
of teachers in the state’s 117 school systems and is nearly
identical to the number of teachers hired last year.
Because of the critical need for quality teachers and the
large numbers of new teachers who are needed each
school year, North Carolina’s efforts in this strategic
priority largely are focused on teacher recruitment
and retention.
In 2000-01, 41 percent of the newly hired teachers were
issued either initial licenses (for inexperienced teachers)
or continuing licenses. Another 17 percent were issued
temporary permits, pending completion of teacher testing
requirements. Nineteen percent of last year’s new teachers
were given lateral entry from other professions.
In 2000-01, nearly 9 percent of newly hired teachers were
issued emergency permits and nearly 11 percent were
issued provisional licenses. Thirty-eight percent of new
teachers were from outside North Carolina.
Over the past five years, the average teacher turnover
rate was 12.94 percent. Most school systems reported
turnover between 11 and 14 percent, although three
systems – Weldon City, Hoke County and Warren County
– had turnover of 20 percent or more. Most of the
districts in the far western counties reported turnover
of 10 percent or less.
The State Board and Department of Public Instruction
have several initiatives under way to help in recruitment
and retention of teachers:
• alternative entry licensure routes;
• the establishment of a center for teacher recruitment
and retention;
• a three-year induction program and paid mentors for
new teachers;
• the establishment of three regional alternative licensing
centers in Mecklenburg County, Cumberland County
and Nash County;
• overall salary increases to keep North Carolina teachers
as close to the national average as possible or better;
• 12 percent pay increases for teachers with National
Board of Professional Teaching Standards certification;
• 10 percent pay increases for teachers with master’s
degrees;
• special recognition and awards programs, such as the
NC Teacher of the Year, the Milken Family Foundation
National Educator awards, and the Christa McAuliffe
Fellows Program;
• strengthened requirements for new teachers and
continuing ones;
• teacher scholarship loans; and
• Project TEACH, to encourage students to consider a
teaching career.
The typical North Carolina teacher is a 42-year-old
white female, however the largest number of teachers
are clustered around the late 40s and early 50s age
range. Another similarly large number of teachers are
clustered around their late 20s to early 30s.
The current teaching force is significantly less racially
diverse than the students they are teaching. Thirty-eight
percent of North Carolina students are racial minorities,
while only 16 percent of the teachers are minorities.
The State Board of Education sets licensing standards
for people who want to enter the teaching profession
and for teachers to remain licensed. Most teachers have
completed a four-year college teacher preparation
program, although statewide, nearly 16 percent of
teachers hold licenses that are provisional in some way.
The need to hire new teachers will continue at the same
rate North Carolina has experienced over the past few
years. In order to meet the need for qualified teachers
and to meet the goal of high student achievement,
a concentrated focus on teacher recruitment and
retention will continue to be critical.
NC Continues to Top the Nation
in National Board Certification
North Carolina continues to lead the nation in the
number of teachers who have earned certification by
the National Board of Professional Teaching Standards,
the most accepted symbol of teaching excellence in the
United States.
North Carolina has a total of 3,667 teachers who have
earned the certification. In 1994, only eight North Carolina
teachers received this important professional credential.
Achieving National Board Certification is a strong
endorsement of teacher quality and it is encouraging
that North Carolina has so many classroom teachers who
seek the credential. The state supports these efforts by
paying up front the $2,300
assessment fee, provided
that the teacher continues
to teach in North Carolina
in the following year. North
Carolina also provides
three paid release days
from normal teacher
responsibilities in order to
develop portfolios, a 12
percent salary supplement
to the teachers’ regular
salary (good for the 10-year
life of the certification),
and 15 continuing
education units awarded
for completing the
Certification process.
The State Board of
Education also awards a
North Carolina teaching
license to out-of-state teachers
who possess National Board Certification.
National Board Certification assessments require
teachers to demonstrate teaching practice, content
knowledge and pedagogical-content knowledge.
Nationally, approximately half of all applicants receive
certification. It is available to teachers in 27 fields.
Quality is Important for Teacher
Education Programs
When the US Department of Education began requiring
states to prepare an annual report on the quality of
teacher education programs, North Carolina was out
front on this issue having already completed the first
NC Performance Report on Teacher Education Programs in
March 2000.
In 2001, when North Carolina’s third performance report
was released, seven of the state’s 47 teacher education
programs received an exemplary rating and one received
a low-performing rating. The seven exemplary institutions
are Appalachian State University, Duke University, East
Carolina University, Salem College, University of North
Carolina-Greensboro, University
of North Carolina-Pembroke and
Western Carolina University.
Shaw University received a low-performing
designation.
North Carolina’s annual report
rates teacher education
programs according to three
overall criteria: compliance with
state and national accreditation
standards, the quality of
program completers and
involvement with and service
to public schools.
The State Board of Education
has the authority to approve
or close teacher education
programs in North Carolina.
Board members see North
Carolina’s Performance Report on
Teacher Education Programs,
required under the 1997 Excellent Schools Act, as an
incentive to encourage colleges and universities to
improve program quality.
The complete report for North Carolina, including
individual school reports are available online at
http://www.ncpublicschools.org/IHE/IHE01/index_01.html.
13
Christa McAuliffe Fellow
Loretta Langdon, a sixth-eighth
grades mathematics and science
teacher at Princeton High School in
Johnston County, is the 2001-02
Christa McAuliffe Fellow. She
received $24,000 to implement
her program proposal, Scientists in Schools. A smaller
grant of $4,000 also was provided to Jayson Duncan, a
fourth-sixth grade teacher at Pine Hall Elementary in
Stokes County, to help expand his Pine Hall Space
Shuttle Project. The Fellowships are administered by the
Council of Chief State School Officers and state educa-tion
department in memory of the first teacher in space.
14
SPECIAL RECOGNITIONS
North Carolina Teacher
of the Year
Carmen Wilson, mathematics
teacher, Ashe County High School, is
the 2001-02 NC Teacher of the Year.
The state’s Teacher of the Year
spends the school year traveling
the state as an ambassador for the teaching
profession and serving as an advisor to the State Board
of Education. She received a one-time $7,500 stipend
and a trip to a national conference. Also, the NC
Automobile Dealers Association provided the Teacher of
the Year with a 2001 Chrysler Sebring and the NC Center
for International Understanding presented the state
Teacher of the Year with the Carolyn Hunt Scholarship
to pay for a trip abroad.
Wachovia Principal of the Year
Peggy Smith, principal of East
Clayton Elementary School in
Johnston County, is the 2001-02
Wachovia Principal of the Year. As
recipient, she received a cash award
of $5,000 for her personal use and a
matching $5,000 grant for her school. The Wachovia
Principal of the Year program, now in its 18th year,
recognizes public school principals throughout North
Carolina and is co-sponsored by Wachovia Bank, N.A.,
and the NC Department of Public Instruction.
Milken Award Winners
Three educators were named as
Milken Family Foundation National
Educator Award recipients for
2001-02. They are: Robert Freeman,
the Initial Licensure Teacher
Coordinator for Robeson County
Schools and former sixth grade
teacher; Dr. Patricia Legrand, a
Guilford County schools’ teacher at
Middle College High School; and
Cindy Moss, a biology teacher at
Independence High School in
Charlotte-Mecklenburg. The three
were selected by an independent
blue-ribbon committee appointed
by DPI. Dubbed the “Oscars of
Teaching,” the Milken National
Educator Awards were created by
the Foundation to reward, retain
and attract professionals to our nation’s schools.
Recipients receive $25,000 for their personal use as
well as membership in a network of more than 1,700
past recipients nationally.
This all started in the fall of 2000, when six Guilford
County foundations funded The McKinsey Report to take a
close look at Greensboro’s future economic prospects.
One result of this comprehensive report was the organiza-tion
of Action Greensboro, a nonprofit organization
established to coordinate work identified in the original
report, including improving public schools.
From this was born the Commitment to Excellence
initiative.
Local businesses pledged approximately $2 million over
the next three years to fund Commitment to Excellence
programs. The Joseph M. Bryan Foundation, the Cemala
Foundation, along with the United Way of Greater
Greensboro and the Center for Creative Leadership,
have committed approximately $3 million.
“This program recognizes excellence in students and
teachers, raises student performance in closing the
achievement gap and strengthens the quality of
beginning teachers,” said Guilford County Schools
Superintendent Terry B. Grier. “It demonstrates this
community’s genuine commitment to our children.”
Action Greensboro Commits to Guilford
County Schools and Teachers
If you’re a new teacher in Guilford County, the local
school system and its business partners offer many
incentives to work in its schools.
Need help with classroom startup costs? The GCS
Start Card is there to provide $400 for the purchase
of classroom supplies.
Need a new car? First year Guilford County teachers and
administrators can contact one of the county’s Deals on
Wheels partners to purchase a vehicle at invoice price
and a discount on services and parts for one year.
Need personal start-up money for the new year? If
you’re a teacher new to Guilford County, you can receive
$1,200 of your salary on the first day of employment just
to help you get settled.
Need low-cost banking? The school system’s financial
services partner, BB&T provides free checking, no annual
fee credit cards and other perks to teachers in the system.
In addition to these high-profile incentives, the school
system provides special awards programs, scholarship/
loans for teachers, and other programs to make the
school district attractive to quality professionals.
Guilford
County
“It demonstrates this community’s genuine commitment to our children.” Guilford County Schools Superintendent Terry B. Grier
15
16
Strategic Priorit4y
STRONG FAMILY, COMMUNITY AND BUSINESS SUPPORT
The first full year of family, community and business
support as a key priority began with the employment
of an involvement specialist and wrapped up with
the debut of a new Web site. With a focus on best
practices, information-sharing and networking, the
Department and State Board are finding more ways
than ever before to collaborate with other agencies,
partner with other organizations and promote
meaningful involvement activities.
When the State Board of Education adopted strong
family, community and business support for education
as one of its five strategic priorities, it formally
recognized the powerful impact of parents, community
members and the business community on student
achievement and school improvement. This priority
promotes a broad view of involvement: within and
outside school building walls.
Research supports meaningful involvement in education.
The difference between the high and low scores on the
2000 NAEP eighth grade math test was attributed to three
things that parents can control: school attendance, read-ing
and reading materials in the home, and the number of
television-watching hours. Schools with strong connec-tions
to parents and their communities are improving test
scores and other measures of student and school success.
In February 2001, NCDPI, with the Principals’ Executive
Program, Communities In Schools and North Carolina’s
Promise, co-sponsored an instructional leadership
symposium: Improving Student Learning Through
Connections Between the School, Home and Community.
Over 100 school and community participants gained
innovative ideas and valuable contacts for their
communities. State Board member Evelyn Monroe, who
chairs this priority, was one of the featured speakers.
The first Meet in the Middle Conference was held in
September. Meaningful involvement in education was
spotlighted in best practices workshops, skill building
sessions and networking opportunities. Over 350 people
from across the state attended the event. Meet in the
Middle was co-sponsored by the Public Schools of North
Carolina, NC Business Committee for Education,
Communities In Schools of NC, NCPTA, NC Partners,
NC Association of Educators, JobReady, NC Association
of Community Educators and NC Citizens for Business
and Industry.
The Conference included the presentation of the
Governor’s Business Partnership Awards 2001 and the
Governor’s Outstanding Local Official Award 2001. The
Partnership Award recognizes outstanding, sustained
business and business alliance partnerships with
schools or school districts that significantly improve
student performance. Award winners met four award
criteria: the partnership was aligned with school
improvement plans or school system goals, it described
activities that helped student performance, it included a
method to measure, track and evaluate the effectiveness
of the partnership and there was a framework or process
for sustainability. Twenty-nine partnerships were
recognized this year.
The Governor’s Outstanding Local Official Award
recognizes an individual elected official who has
demonstrated bold leadership on behalf of youth and
communities. This year, Charlotte Mayor Patrick McCrory
received the award for the success of the Mayor’s
Mentoring Alliance and the Mayor’s Corporate Council.
State Board Chairman Phil Kirk, State Superintendent
Mike Ward, and Education Advisor to the Governor
J. B. Buxton made the award presentations.
A series of regional Meet in the Middle workshops have
brought training to local communities from Watauga
County to Tyrrell County, Building on the response and
feedback from the conference, the workshops have
focused on reaching all parents and the essentials of
partnership development and sustainability. NCDPI will
continue to offer regional training opportunities in 2002.
Meaningful involvement in education has many faces.
Parents, community partnerships and business alliances
provide human and other resources to schools and
districts, opportunities for teacher enrichment, exposure
to the world of work for students, volunteers for a myriad
of projects and a rich source of intellectual capital.
Information, resources, research briefs and links are acces-sible
through the new and developing Involvement Web
site. Visit http://www.ncpublicschools.org/involvement
for a growing compilation of good ideas, best practices
and tools for involving the community in the education
of all children.
Those interested in partnerships also have a new
resource for communicating. Share your successes and
get quick access to news and information by subscribing
to the DPI Involvement email list.
Shop Till You Drop!
Belk, Inc. – Northern Division demonstrated strong
business support by kicking off American Education
Week with an “In Celebration of Education” event
exclusively for all public school employees. In over 60
stores, educators were honored and appreciated for
their dedication and commitment to the children and
youth of North Carolina. The Nov. 11 event, expected to
be statewide next year, attracted crowds of people from
Durham to Wilmington. State Board of Education
Chairman Phil Kirk joined Belk Northern Division
Chairman Bob Greiner at Raleigh’s Belk Crabtree Valley
Mall store to officially begin the recognition evening.
Kirk described the evening as “a great way for a business
partner to recognize public school employees for their
hard work.”
Public school employees received special savings on
their purchases, free make-overs, refreshments and
chances to win prizes in every department. Becky
Leonard, a kindergarten teacher at Weatherstone
Elementary School in Cary, Wake County Schools, won a
trip for four to DisneyWorld. Carroll Middle School in
Robeson County won $1,000.
Stella Shelton, communications director for Wake County
Schools, said, “Before I could even get in the door on
Monday, my co-workers were telling me what a great time
they had. I’ve heard such great compliments – the refresh-ments,
the prices, the surprises, the freebies and contests
– the obvious high level of thoughtfulness and care put
into the event. Our employees really felt honored.”
Sponsors of the event were Belk Inc. Northern Division
Stores and the Public Schools of North Carolina (State
Board of Education/Department of Public Instruction) in
support of the Strong Family, Community and Business
Support priority of the Board.
“...a great way for a business partner to recognize school employees...” Phil Kirk, Chairman, SBE
17
18
Strategic Priorit5y
EFFECTIVE AND EFFICIENT OPERATIONS
Judge Howard E. Manning, Jr.’s third Leandro Court
Ruling, issued last March, focused on whether the state
allocates sufficient funds to local school systems to
provide each child with the opportunity for a “sound
basic education.” Although there has been no final
determination in response to Judge Manning’s question,
we do know one thing: the state is not interested in
providing a sound basic education; but rather a superior
education that leads to success for all public school
graduates. This goal requires us to work carefully to use
our resources effectively and efficiently.
During his second term in office, former Gov. Jim Hunt
challenged the state to lead the nation in education
by 2010. Gov. Mike Easley has accepted the challenge
and created the Education First Task Force to develop
the “road map for what constitutes a superior
education system.”
The Education First Task Force’s goal is two-fold: to
propose educational strategies that will close the
achievement gap while ensuring that every student
entering North Carolina public schools graduates with
an education that will allow them to succeed in further
education, the work force, or the military. Through its
three subcommittees – The Hallmarks of Excellence, The
Strategic Use of Resources, and Preparing Graduates of
North Carolina Schools – the Task Force is expected to
develop and release its blueprint for academic excellence
in February 2002. The recommendations contained within
the report will be used to develop an education system
that goes far beyond “sound and basic” to one that is
superior and competitive.
One initial focus for the Task Force has been early
education and reaching children who are at risk before
they enter public schools. Through Gov. Easley’s More
at Four pre-kindergarten program, which received $6.5 in
2001 from the NC legislature, some of the state’s
youngest at-risk students – 4-year-olds – will receive the
head start they need to succeed in school.
The More at Four pre-kindergarten program is a
community-based, voluntary pre-kindergarten initiative
designed to prepare at-risk four year olds in North
Carolina for success in school. In its first year, More at
Four funds will be made available to local communities
for high quality pre-K programs that build on existing
childhood services such as community-based child care
centers and preschools and Head Start programs.
In addition to funding the More at Four initiative, the
legislature also appropriated over $12 million to reduce
the state’s kindergarten allocation ratio and K-3 class size
in high priority and chronically low-performing schools.
It’s a financial commitment that is needed if at-risk
students are to get the attention they need and deserve.
Charter Schools
In the five years that charter schools have operated in
North Carolina, one thing is quite clear: instead of
competing with public schools for students, charter
schools have established their own niche, serving a
population of students who, for the most part, have not
thrived in the traditional public school setting.
Parents have embraced this alternative public education
style primarily because the lower class sizes, a hallmark
of charter schools, have resulted in the extra help,
personal attention and flexible instruction they feel
their children need to thrive.
A five-year evaluation of North Carolina’s Charter Schools
program submitted to the State Board in November
found that although smaller class sizes yield positive
instructional benefits for students, it also carries its own
unique problems as charter schools struggle to “creatively
balance enrollment and revenue.” The report also found
that charter school administrators worry about how to
balance innovation with accountability. Administrators
appear to be reluctant to stray dramatically from
traditional classroom practice for fear of jeopardizing
short-term results on statewide tests. Thus, practical
considerations and original purposes often bump into
one another.
The natural growing pains that are a part of any new
initiative were used by the Department to develop a set
of recommendations. The intent of the recommendations
is to minimize the funding impact of charter schools on
traditional schools, promote cooperation between charter
schools and traditional schools, and address concerns
raised regarding flexibility, innovation and transferable
practices. The Department recommended to the State
Board at its December meeting that North Carolina’s
Charter School Program be allowed to expand by as
many as 10 charter schools per year with the number of
schools allowed dictated by the availability of
Department resources to serve the schools.
North Carolina Public School Facilities
Think about it. How much would you get done if you
worked in an office where you had to walk sideways
because your computer desk was right next to your
coworkers? Or, you had to constantly wear a jacket in
the winter because the furnace kept breaking? Or, you
had to leave your building and walk to another building
every time you had to go to the bathroom? This is not
an ideal situation, but this is the situation in which we
expect many public school students and employees to
learn and work. In a number of communities across the
state, the gap is widening between facility needs and
dollars to fund them.
In 1996, North Carolina residents approved a $1.8
billion state bond issue based on an earlier survey
of public school facility needs. Five years later, a new
survey has been conducted but, instead of showing
diminishing needs, local school systems have identified
$6.2 billion in current and projected facility needs.
Why such significant needs? The answer can be
summarized in two words: student population.
North Carolina has experienced an increase of 84,680
students in the last five years. The K-12 student
population enrollment is expected to increase by
another 6.4 percent, or 79,990 students, in the next five
years. Ten percent of all public school students are
being taught in mobile classrooms and the number of
mobile classrooms being used by school systems has
increased 16.4 percent since 1996 to 5,627.
Almost 33 percent, or a little over $2 billion is needed
for new schools. For school additions, another $1.8
billion is projected. To cover the costs of renovations of
existing schools, $1.7 billion is needed, with almost $5
million needed to cover the costs of land acquisitions
and furnishings and equipment. These numbers do not
include recent changes by the legislature to reduce the
state’s kindergarten class size allotment or reduce K-3
class size in schools that are considered high priority or
chronically low performing. Nor does the overall cost
factor in regional cost differences or inflation.
On the bright side, voters have approved 29 bond
referendums in 25 counties totaling $2.7 billion since
the statewide bond passed in 1996. This includes the
overwhelming approval of seven bond referendums
totaling $465 million in November.
Although each of these counties had compelling school
facility needs, approval of the bonds was not assured.
The economy is weak. Many communities have lost
large numbers of jobs, and state and local governments
are counting every penny. Our country is at war and
uncertainty is commonplace.
These votes represent more than the obvious “yes”
to new school buildings and renovated facilities. They
provide a vote of confidence in public schools, their
performance and future.
If we want our public schools to provide a superior
education, we must provide the financial resources to
ensure that students have classrooms where they can
learn and achieve. The $6.2 billion doesn’t provide for frills
but the basics to stimulate learning: classes where desks
aren’t on top of each other, room temperatures don’t
distract, and facilities support the needs of all students.
Projected Student Enrollment Growth
1,380,000
1,360,000
1,340,000
1,320,000
1,300,000
1,280,000
1,260,000
1,240,000
1,220,000
1,200,000
1,180,000
1,160,000
2000 2001 2002 2003 2004 2005 2006 2007 2008
19
20
State Board of Education Members
Phillip J. Kirk, Jr., PO Box 2508
Chairman Raleigh, NC 27602-2508
Member-at-large 919.836.1407
Phil Kirk was appointed to the Board by Gov. James B.
Hunt, Jr. in 1997 to fill an unexpired term. A native of
Rowan County and a graduate of Catawba College, Mr. Kirk
now serves as president and secretary of the NC Citizens
for Business and Industry and the publisher of North Carolina Magazine.
His extensive list of governmental positions includes serving as Chief of
Staff for two former governors and a United States senator. He also served
in the NC General Assembly and was the youngest state senator in history
at the time of his election. A former English and journalism teacher,
Mr. Kirk has a remarkable background in education, having been named
Salisbury Teacher of the Year and having received the Friend of Education
award by the Professional Educators of North Carolina. In addition,
he served as the vice chair of the State Board of Community Colleges,
treasurer of Smart Start, and the chair-elect of the Public School Forum
of North Carolina. His term expires March 31, 2005.
Mike Ward 301 N. Wilmington Street
State Superintendent Raleigh, NC 27601-2825
and Secretary to the State Board 919.807.3430
Dr. Michael E. Ward is State Superintendent of the
Public Schools of North Carolina. Re-elected to a second
term in November 2000, Dr. Ward is also a member of
the Council of State which includes the Governor,
Lieutenant Governor and eight other statewide elected officials. Prior to
his election as State Superintendent, Dr. Ward served as Executive
Director of the North Carolina Standards Board for Public School
Administration, and superintendent of schools in Granville County, NC.
He also served as a teacher and principal. A three time graduate of North
Carolina State University, Dr. Ward received the University’s
Distinguished Alumnus Award in 1997.
Vice Chair Jane P. Norwood
6th Education District
7026 Ballentyne Court
Charlotte, NC 28210 704.554.9894
Jane Parler Norwood was appointed to the Board by Gov.
Martin in September 1990 to fill an unexpired term. She
was reappointed in March 1995 and again in April 1999
by Gov. Hunt. Dr. Norwood is a professor, Department of
Curriculum and Instruction, at Appalachian State University. She holds
advanced degrees in Education/ Psychological Services – Reading from
the University of South Carolina and a bachelors degree in Education
from Coker College. Norwood’s term expires March 31, 2007.
Beverly Eaves Perdue
Lieutenant Governor Hawkins-Hartness House
310 N. Blount Street 20401 Mail Service Center
Raleigh, NC 27699-0401 919.733.7350
Lt. Gov. Beverly Eaves Perdue, elected to the office in
2000, is an ex officio member of the Board. A former
classroom teacher, she comes into the second highest
elected office in our state having served five terms in
the North Carolina Senate and two terms in the State House of
Representatives. In 1999 she received the North Carolina Association of
Educator’s President Award for her work on such innovative education
measures as the Excellent Schools Act, the Safe Schools Act and Gov.
Hunt’s Smart Start initiative for early childhood development. Lt. Gov.
Perdue holds a Ph.D. and master’s degree from the University of Florida
at Gainsville.
Richard H. Moore
State Treasurer
Albemarle Building
Raleigh, NC 27603-1388 919.508.5176
State Treasurer Richard Moore serves as an ex officio
member of the Board. A former federal prosecutor and
member of the NC General Assembly, Mr. Moore was
Secretary of the Department of Crime Control and Public
Safety for four years prior to his election as State Treasurer. He serves as
chairman of the NC Local Government Commission, the NC Tax Review
Board, the State Banking Commission and the Board of Trustees of the
NC Retirement Systems. Mr. Moore serves on the NC Community
College Board and the Council of State.
Kathy Taft
1st Education District
611 Queen Anne’s Road
Greenville, NC 27858 252.355.7299
Kathy Taft was appointed by Gov. Hunt to the Board in
April of 1995. She attended NC State University and East
Carolina University, graduated from ECU cum laude with a
bachelor of science degree in education and also pursued
graduate work in education. Ms. Taft has been a member and past vice
chairperson of the Pitt County Board of Education and has been active in
the NC School Boards Association, the Pitt County Boys and Girls Club,
the Communities in Schools Executive Board, the PTA and numerous
other civic organizations and is a member of the Women’s Forum of NC.
She served on the NC Medical Care Commission and two terms on the
Board of the NC Governor’s School. Ms. Taft’s term expires March 31, 2003.
Michelle Howard-Vital
2nd Education District
UNC-Wilmington
601 South College Street
Wilmington, NC 28403-5613 910.962.4138
Michelle Howard-Vital was appointed to the Board by
Gov. Mike Easley in 2001. She has been involved in edu-cation
for the past 26 years. She earned a doctorate in
public policy analysis with an emphasis in educational policy from the
University of Illinois at Chicago. Additionally, she has a graduate and an
undergraduate degree in teaching English literature and language from
the University of Chicago. In May, 2000, she was recognized with the
Distinguished Alumnus Award from the University of Illinois’ School of
Education for her work in teaching, administration and scholarship. She
is currently a professor in the School of Education at UNC-Wilmington
and also serves as Vice Chancellor for Public Service and Extended
Education and associate provost. Her term expires March 31, 2009.
Edgar D. Murphy, III
3rd Education District
PO Box 13010 Mail Stop D17/02/0F2
RTP, NC 27709 919.977.3045
Edgar D. Murphy, III was appointed to the Board by Gov.
Hunt in 1999. He is currently manager of Community
Relations for Nortel Networks, RTP and is responsible for
implementation of Nortel’s strategic community rela-tions
program of which K-12 public education is a focus. He has served
on the Durham Public Education Network Board of Directors, the
Durham Workforce Partnership and the Center for Employment Training.
Mr. Murphy earned his degree in industrial technology from NC A&T
State University in 1972. Mr. Murphy’s term expires March 31, 2007.
Evelyn B. Monroe
4th Education District
525 Hardee Branch Road
West End, NC 27376 910.295.5710
Evelyn Bruton Monroe was appointed by Gov. Hunt to
the Board in August of 1995 to fill an unexpired term.
Ms. Monroe is a graduate of UNC-Greensboro. She
was a former teacher of math and science and vocational
education. Ms. Monroe’s extensive involvement in the public schools
includes 14 years on Moore County school advisory councils. She served
on the Moore County Vocational Education Advisory Council and the
Study Committee for Gifted and Talented. She has been a trustee for
Sandhills Community College and has served on the System Planning
Committee for the State Board of Community Colleges. Her term expires
March 31, 2005.
Maria Teresa U. Palmer
5th Education District
1321 Airport Road
Chapel Hill, NC 27514-6605 919.932.4818
Maria Teresa Palmer was appointed by Gov. Hunt in 1999
to fill an unexpired term. Ms. Palmer is currently the
founding pastor of the Hispanic congregation at the
Iglesia Unida de Cristo (United Church of Christ) in
Orange County. Ms. Palmer is a graduate of Jacksonville State University
in Alabama where she received a degree in education. She also attended
the Southern Baptist Theological Seminary and the University of
Louisville where she earned a masters in education. Ms. Palmer is
currently pursuing her doctoral degree in education at UNC-Chapel Hill.
Her professional experience also includes being a Spanish teacher, a
multi-cultural counselor, and assistant director of the Center for Latin
American Education at the University of Louisville. She has been actively
involved as a parent representative and advocate for the Hispanic
community with both the Chapel Hill-Carrboro and Orange County
school systems. Her term expires March 31, 2005.
Ronald E. Deal
7th Education District
1460 6th Street Circle NW
Hickory, NC 28601 828.324.7466
Ron Deal, chairman of Wesley Hall, Inc., was appointed
to fill an unexpired term in 1997 by Gov. Hunt. After
graduation from Wake Forest University, Mr. Deal estab-lished
a successful career in furniture manufacturing in
Hickory while participating in numerous organizations. He is a trustee at
Wake Forest University and a past president of the university’s alumni
association. His experience in education includes serving as a member
of the NC State Board of Community Colleges. Currently, Mr. Deal serves
on the Board of Directors for the BB&T Corporation and as a trustee for
Catawba Memorial Hospital. His term expires March 31, 2003.
Wayne McDevitt
8th Education District
UNC-Asheville
One University Heights CPO #1420
Asheville, NC 28804-8503 828.251.6742
Wayne McDevitt was appointed to the Board by Gov.
Mike Easley in 2001. He currently serves as Vice
Chancellor for Administration and Financial Affairs at his
alma mater, UNC Asheville, where he graduated with distinction in politi-cal
science and has been recognized with the university’s Achievement
Award, Distinguished Alumnus Award and the Chancellor’s Medallion.
Mr. McDevitt most recently served as Chief of Staff for Gov. Jim Hunt and,
earlier, on the state’s Executive Cabinet as Secretary of the Department
of Environment and Natural Resources. His extensive record in public
service led the Asheville Citizen-Times to recognize him as “one of
Western North Carolina’s 50 most influential people of the 20th century.”
Mr. McDevitt’s advocacy for education and children includes service on
numerous boards including NC Partnership for Children/Smart Start, NC
PTA, Baptist Children’s Homes, two university boards of trustees and the
steering committee of the Community Colleges and Universities Bond
Campaign. His term expires March 31, 2009.
Patricia N. Willoughby
Member-at-large
Meredith College
3800 Hillsborough Street
Raleigh, NC 27607-5237 919.760.2266
Patricia (Tricia) Nickens Willoughby was appointed to the
State Board of Education by Gov. Mike Easley in May,
2001, to serve an eight-year term. She currently serves as
an assistant
professor of education at Meredith College in Raleigh, NC. She attended
North Carolina public schools, received her A.B. degree in early childhood
education from UNC-CH and a master’s degree in education from
Meredith College, specializing in reading. Ms. Willoughby is a former
classroom teacher who has been involved with the Triangle Alliance and
the Mentornet Project of Wake County. In addition, Ms. Willoughby has
been an active member of the parent/teacher/ student associations at
schools attended by her two daughters. Her term expires March 31, 2009.
Zoe Locklear
Member-at-large
PO Box 1510
Pembroke, NC 28372 910.521.6221
Zoe Woodell Locklear was appointed to the Board by
Gov. Hunt in 1999 to fill an unexpired term as an at-large
member. She received her doctorate and masters
degrees in special education from UNC-Chapel Hill. Her bachelors
degree is also in special education from UNC-Pembroke. Her extensive
vita reflects service to both the public schools of North Carolina and to
the state’s university system as teacher, administrator and professor.
Dr. Locklear is currently the dean of the School of Education at UNC-Pembroke.
She is a member of Phi Delta Kappa, the Robeson County
Partnership for Children, the American Association of University Women
and the Council for Exceptional Children. Dr. Locklear’s term expires
March 31, 2003.
Teacher of the Year Advisors
Ms. Laura Bilbro-Berry
Elementary Teacher
John C. Tayloe
Elementary School
Beaufort County Schools
Term: June 2000 -
June 2002
Ms. Carmen Wilson
High School Teacher
Ashe County
High School
Ashe County Schools
Term: June 2001-
June 2002
Student Advisor
Tabitha Peacock, Senior
Smithfield-Selma
High School
Johnston County
Term: July 2000 -
June 2002
North Carolina Education Districts
21

301 North Wilmington Street
Raleigh, North Carolina 27601-2825
www.ncpublicschools.org
A total of 1,500 copies of this document were printed at government expense at a cost of $1.64 per copy.
Staying the Coursefor
SUPERIOR SCHOOLS
2000-2001 Annual Report
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
Staying the Coursefor
SUPERIOR SCHOOLS
2000-2001 Annual Report
Table of Contents
Message from the State Board
of Education Chairman ........................................................2
Message from the State Superintendent
of Public Instruction.............................................................3
Looking Toward the Future.................................................4
North Carolina’s Strategic Plan
for Excellent Schools ...........................................................5
Strategic Priority 1
High Student Performance..................................................6
Strategic Priority 2
Safe, Orderly and Caring Schools.......................................8
Strategic Priority 3
Quality Teachers, Administrators, and Staff.....................12
Strategic Priority 4
Strong Family, Community, and Business Support...........16
Strategic Priority 5
Efficient and Effective Operations....................................18
State Board of Education Members.................................20
Phillip J. Kirk Jr.
Chairman,
State Board of Education
On Nov. 1, 2001, I had the privilege
of participating in one of the most
moving ceremonies that I have ever
witnessed. On that day, the State
Board of Education awarded high
school diplomas to nearly 40 World
War II veterans who had not
completed high school because of the war. Thanks to a
partnership with the General Assembly, the Board was
given the opportunity to present these diplomas.
Although the veterans we honored on that day had
enjoyed many accomplishments throughout their lives,
it clearly was meaningful to each of them to receive a
high school diploma.
As the chairman of the State Board of Education,
one of my goals is to ensure that the high school
diploma remains meaningful – both to the students
who earn them and to employers and colleges who
work with our graduates after high school. Many efforts
are underway to continue improving standards and
learning for all students.
In 2001, North Carolina reached a milestone in school
improvement by marking the fifth year of The ABCs of
Public Education, the state’s model for school improve-ment
and accountability. This is the longest period of time
in recent memory that North Carolina has maintained
support for a single school improvement program.
The results of this sustained effort have been very positive.
• In 2000-01, 171 schools met the standards required
to be Schools of Excellence. That includes having 90
percent or more of their students at or above grade
level and meeting or exceeding their growth goals for
student achievement. In the first year of the ABCs
program, only 12 schools met these criteria.
• Nearly one-third of all schools had at least 80 percent
of students at or above grade level in 2000-01. Fewer
than 10 percent of all schools met these criteria for
Schools of Distinction in 1996-97.
• The percentage of students who scored at grade level
in both reading and mathematics has shown positive
growth across all racial groups since the ABCs began,
improving by as much as 17 points.
• Educators and students and their families are more
focused on student achievement than ever before.
North Carolinians have noticed the new focus in
our schools.
In November, school bond issues were approved in all
seven of the counties with bond referendums on their
ballots. For voters to overwhelmingly approve school
bonds in a time of economic downturn and national
uncertainty shows that their confidence in public
schools is strong.
This fall’s Carolina Poll conducted by the University of North
Carolina at Chapel Hill School of Journalism and Mass
Communication, saw an increase in the percentage of
citizens giving public schools a grade of A or B. A total
of 58.7 percent of those polled gave their schools these
grades. In 1993, before the state had implemented a
model to improve schools, only 42 percent of citizens felt
that they would give public schools the highest grades.
These polling results are home grown validation for
praise that outsiders have given North Carolina schools.
Two United States presidents, Education Week, the
National Education Goals Panel and many others have
praised North Carolina’s educational progress and
school improvement. In my experience, it’s much more
challenging and more rewarding to earn high praise
at home.
Everyone who is involved with public schools has been
working very hard over the past five years to improve
schools and improve learning. We intend to continue
this forward momentum by continuing to raise expecta-tions
and provide focus for our public schools.
December 2001
A Message From...
2
Michael E. Ward
State Superintendent,
Department of Public Instruction
Before my terms as State
Superintendent of Public
Instruction, I was a teacher, a
principal and a local superintend-ent.
During those years, I did my
best to serve students and the
community, but some of the
issues I encountered really needed a statewide focus.
The five strategic priorities of the State Board of
Education and Department of Public Instruction provide
an excellent framework to help all North Carolinians
who are involved with public education focus our efforts
to address the “big picture” issues before us. Our five
priorities are:
• high student performance;
• quality teachers, administrators and staff;
• safe, orderly and caring schools;
• strong family, community and business support; and
• effective and efficient operations.
Within this framework of priorities, North Carolina’s
public school system has been diligently working to
improve academic standards and achievement, boost
the safety and supportiveness of school environments,
and attract and keep qualified teachers and other staff.
We have experienced significant success because of the
focus provided by this strategic plan.
As a result, North Carolina now has statewide standards
for student promotion at grades three, five, and eight, as
well as for high school graduation. The ABCs of Public
Education, in place since 1995, continues to be one of
the most effective accountability models in the nation by
focusing educators on growth in student achievement
and by working to have a high percentage of students at
or above grade level.
This school year, public schools were spared from the
extensive cuts experienced by many state agencies. In
fact, in a difficult budget climate, public education was
fortunate to receive funding for important new initiatives.
The General Assembly provided significant resources for
high priority schools, for reducing class size allotments
for kindergarten, and for teacher recruitment. Additional
funds were provided to help meet the needs of at-risk
4-year-olds, to close the educational achievement gaps
between different groups of students, and to support
schools that are continually low performing.
I have been privileged to co-chair Gov. Mike Easley’s
Education First Task Force since it formed in June. The
work of this group has focused on finding ways to meet
the five strategic priorities, with special emphasis on
understanding schools that are successful despite
difficult odds, determining the most strategic use of
resources, and ensuring that public school graduates
are prepared for what lies ahead.
At its December meeting, the State Board of Education
received the first report of the Advisory Commission on
Raising Achievement and Closing Gaps. This group has
made several recommendations for important changes
in our schools, but “job one” must be to build and feed
the belief that students, irrespective of race or poverty,
can succeed in our schools. The Board and I are
committed to ensuring that all children are educated
to their highest potential.
North Carolina public schools are at a pivotal point in
their history. While many schools have made significant
gains and improvements, we have unmet challenges
ahead. Our improvement efforts have been in place long
enough that we can see, not only results, but also the
most persistent needs and problems. It is now up to us
to find ways to meet them.
December 2001
3
Looking Toward the Future...
Education First Task Force
Ensuring the academic success of all public school
students will remain a top challenge for North Carolina
public schools. The Governor’s Education First Task
Force recommendations will be used to develop an
education system that goes far beyond "sound and
basic" to one that is superior and competitive. Our
ultimate goal is to lead the nation in education by 2010.
Student Accountability Standards
The state’s accountability program has enabled us to
identify students who could benefit from intervention so
that they do not fall behind their peers. Implementation
of statewide Student Accountability Standards in grades
three and eight in the 2001-02 school year may present
additional challenges to local school systems as they
strive to meet the needs of at-risk students while
challenging all students to higher levels of achievement.
Early Childhood – More at Four
The Governor’s More at Four initiative, which is being
piloted this year, will help at-risk 4-year-olds receive the
educational start they need. Implementing this initiative
will require local public schools, through partnerships
with private and other public institutions, to focus on
the needs of the state’s youngest learners.
Continually Low-Performing Schools
Students in continually low-performing schools have
their own specific needs, which will be addressed, in part,
by funds allocated this year to provide for smaller class
sizes and additional training for teachers. Schools that
struggle with low performance have many challenges to
meet, and providing them with adequate assistance will
take creative partnerships and focus.
Closing Gaps
In 2002 the Board will review the recommendations of the
Commission on Raising Achievement and Closing Gaps
to determine the next steps in the state’s effort to raise
student achievement and close gaps among different
groups of students. Although achievement gaps have
been a problem nationally and in North Carolina for
many years, our state leads the nation in efforts to
address this impediment to high student achievement.
Quality Teachers
North Carolina has only recently reached the point
where teacher salaries are on par with the national
average. Although a variety of programs and efforts are
underway to recruit quality teachers and retain the ones
already teaching in North Carolina schools, this issue
will continue to be important.
Limited English Proficient Students
North Carolina is experiencing rapid growth in the number
of students for whom English is a second language, with
more than 150 languages spoken in the state’s class-rooms.
In the last 10 years (1991-2001) the percentage of
Hispanic students has risen from less than 1 percent, or
8,530 students, to 4.4 percent or 56,232 students. These
demographic changes have implications for instruction,
testing and for community-building.
Facilities
The Department’s 2001 five-year facility needs report
clearly shows that the monetary gap needed for
construction and renovation of schools is widening. How
we address this continuing need will have far reaching
implications on the state’s ability to be first in education.
Strengthening Secondary Education
Improving the high school program and increasing high
school completion rates are important goals. A special
High School Task Force, as well as an association of
high school educators, are working to address issues of
curriculum, student support and achievement.
Technology
North Carolina’s public schools currently operate
on an information system – the Student Information
Management (SIMS) system – that was installed in the
1980s and is insufficient to meet current needs in terms
of connectivity, reporting requirements and instructional
needs. A new student information managment system,
NC WISE: Window of Information on Student Education,
has been developed to replace SIMS statewide. It has
been piloted in three school systems and funds are
being requested to expand it to all public schools in
North Carolina over the next three years.
4
High Student
Performance
Safe, Orderly, and
Caring Schools
Quality Teachers,
Administrators, and
Staff
Strong Family,
Community, and
Business Support
Effective and Efficient
Operations
1.1 Every child ready to learn.
1.2 Rigorous and relevant academic standards and assessment systems for
every student.
1.3 Every student masters essential knowledge and skills.
1.4 Every student prepared for continuous learning and career readiness.
2.1 Learning environments inviting and supportive of high student performance.
2.2 Schools free of controlled and illegal substances and all harmful behavior.
2.3 Mutual respect of students, teachers, administrators and parents.
2.4 Adequate, safe education facilities that support high student performance.
3.1 Professional preparation aligned with state priorities.
3.2 A system to recruit, retain, and compensate a diverse corps of quality
teachers, administrators, and staff.
3.3 A system to ensure high performance of teachers, administrators, and staff.
3.4 A system of continuous learning and professional development to support
high performance of all employees.
3.5 High ethical and professional standards for all employees.
4.1 State education priorities responsive to the needs of the family, community,
and business customers.
4.2 A comprehensive and aligned system of support for the academic success
and general well-being of all children that promotes:
• Meaningful involvement in schools,
• Interagency collaboration for health, nutrition, and social services, and
• State and local partnerships.
4.3 A system to build the capacity of local districts to create, respond to, and
sustain meaningful partnerships.
5.1 Components of the education system aligned to achieve high performance.
5.2 Decision making authority and control at the most appropriate level closest
to the classroom.
5.3 Internal and external partnerships promoted and aligned to state goals.
5.4 Informational and accountability systems capable of reporting strategic and
operational results.
5.5 A funding system that provides adequate and aligned financial and
personnel resources to maximize educational achievement.
North Carolina’s Strategic Plan
for Excellent Schools
STRATEGIC STRATEGIC
PRIORITY GOALS
Mission: North Carolina’s public schools will create a system that will be customer driven with local flexibility to
achieve mastery of core skills with high levels of accountability in areas of student achievement.
North Carolina State Board of Education, April 10, 1996
5
6
Strategic Priorit1y
HIGH STUDENT PERFORMANCE
North Carolina’s accountability program broadened its
scope in 2000-01 as fifth grade students were officially
included under statewide Student Accountability
Standards. In 2001-02, the accountability standards
expand to include third and eighth graders and incoming
high school freshmen who will be required to pass a
High School Exit Exam in order to receive a diploma
upon graduation.
The State Board of Education passed the Student
Accountability Standards policy on April 1, 1999. As a
result, more students are receiving the intervention
they need – when they need it – to ensure that they
will possess the foundation skills to succeed at the
next grade level.
Under the ABCs of Public Education, North Carolina’s
public schools have experienced sustained increases in
the percentage of students achieving at or above grade
level. This trend continued in 2000-01 as almost 72
percent of students in the third through eighth grades
tested proficient in the essential skill areas of reading
and mathematics. This number represents a 10 percent
increase since 1996-97, the year when the ABCs program
was first implemented for these grade levels.
Higher student achievement also is reflected in the
state’s average 2001 SAT score, which increased four
points to 992, and in the performance of selected fourth
and eighth grade students on the 2000 NAEP
Mathematics Assessments where students surpassed
the national and Southeast averages. On NAEP’s 2000
science assessments, North Carolina’s fourth and eighth
grader’s performance was consistent with the nation’s
and above the Southeast’s.
The improved academic performance of public school
students can be attributed to educators and community
members who are ensuring that children are challenged
in the classroom and receive appropriate intervention
when they need help.
The hard work of administrators, teachers, students,
parents and community members attributed greatly to
the high number of students passing the fifth grade
end-of-grade tests and the first gateway under statewide
standards. Almost 93 percent of fifth grade students
passed both the reading and mathematics end-of-grade
assessments with only slightly more than 2 percent not
meeting the standard (either state and/or local) and were
thus retained. Some of the students who did not meet
the standard but were promoted anyway had either been
retained previously, were limited English proficient or
were determined to be ready for the next grade.
The public’s confidence in the state’s accountability
program was shaken in 2000-01 due to low math end-of-grade
test cut scores, which resulted in a higher passing
rate and the promotion of students who may not have
been ready for the next grade’s mathematics work. The
State Board of Education and State Supintendent took
immediate action by calling for an independent, external
audit of the state’s testing and accountability program.
The Panel found that North Carolina has a strong testing
and accountability program but that the assessment
program is not funded or staffed adequately and needs
better communication.
Testing and accountability are important, but the
overriding desire is improved student achievement. The
success of the state’s standards depends on the financial
resources to fund the various intervention initiatives.
Local school systems demonstrated creativity as they
reviewed their budgets to redirect money to address
support of struggling students. North Carolina’s legisla-ture
assisted in this effort by providing over $25 million to
reduce kindergarten class size allotments, reduce class
sizes in grades K-3 in chronically low-performing schools,
add five staff development days for teachers in chronically
low-performing schools, fund scholarships for teacher
assistants and bonuses for teachers in high demand
subject areas working in eligible middle and high schools.
Our accountability program has reached the point where
we can try bold, aggressive measures to assist these
students and schools. The monies provided by the legisla-ture
will help accelerate student achievement in some of
the schools that continue to struggle.
The legislature also provided monies to address gaps in
achievement between groups of students. The state has
made some progress in closing the achievement gap
but the gaps are very persistent. In April 2000, State
Superintendent Ward outlined 10 ways to address
closing the achievement gap and challenging all
students to reach higher levels of performance. These
actions include establishing an advisory commission
to address the issues of higher standards and closing
performance gaps and establishing a section within
DPI to provide technical assistance to schools and
school systems.
In December, the Advisory Commission on Raising
Achievement and Closing Gaps presented its first report
to the State Board. While the Commission found that
closing existing gaps is a formidable challenge, they
believe it can be done – but only if attitudes regarding
minority achievement are changed. Included in the
report are recommendations to reduce the number of
minority students in special education programs;
expose minority students to more rigorous courses;
train and support educators to better instruct a diverse
population; and hold local schools accountable for
closing their achievement gaps.
Woodward Middle School’s
At-Risk Eighth Graders
Getting By With a Little Help from Their Friends
We all remember the Beatles hit song, “I’ll Get By With a
Little Help From My Friends.” It’s a song and phrase that
Woodward Middle School, Wilkes County Schools, has
taken to heart as staff mentor at-risk eighth graders and
together strive for academic success.
Like most schools, Woodward Middle revised its School
Improvement Plan to include strategies to ensure that
its at-risk students, in this case eighth graders, had
every opportunity to achieve academic success. This
includes reviewing testing data to determine which
students need intervention to strengthen their reading,
writing and mathematics skills; staff meeting together to
create, discuss and monitor students’ Personal
Education Plans; and communicating with parents to
ensure that they are aware of their children’s progress.
But Woodward Principal Coleen Bush felt something more
was needed… at-risk students needed an advocate… and
all staff needed to be involved – not just the eighth grade
teachers. From this stream of consciousness a mentoring
program was born.
“I wanted our at-risk students to know that someone
believed in them and would be there for them if they
ever had a problem or needed someone to talk to,” Bush
said. She said it also was important to involve all
Woodward staff. “The success of these students isn’t the
sole responsibility of our eighth grade teachers. We all
have a stake.”
Currently, a little over 70 students are involved in the
school’s mentor program. Teachers, teacher assistants,
and other professional staff meet with students before
and after school and on Saturdays. At these sessions,
they follow-up on their student’s tutoring, class assign-ments,
test grades and any other areas of concern.
Although it’s early, Bush said the mentoring program
seems to be going well. “Parents are very appreciative of
the extra time being spent on their children. They are a
partner in their child’s success so it’s critical that they be
informed and involved every step of the way.”
Woodward Middle School Assistant Principal Wanda
Hutchinson said that the mentor program drives home
to students that people do care about how they are
doing and are there to help them succeed. “I tell my
student all the time that I am here to help and that we
are going to do it and be successful. We don’t discuss
what will happen if we’re not because we’re both
committed to success.”
The 2000-01 school year marked a significant milestone
for North Carolina’s accountability program as it marked
the fifth year of the program’s inception. It is a tribute
to the integrity of the ABCs and the public confidence
in this program that the state has been able to stick
with the accountability program for five years and see
success as a result.
Spanish teacher Mayra Rondon discusses the week’s work
with an eighth grade student.
“Parents are very appreciative of the extra time being spent on their children.” Coleen Bush, principal, Woodward Middle School
7
Strategic Priorit2y
SAFE, ORDERLY AND CARING SCHOOLS
When parents send their children to school each day,
their most basic expectation is that their children will be
safe. This expectation and accompanying concerns about
safety have only intensified in the wake of the Sept. 11
attacks on the World Trade Center and the Pentagon.
To that end, the promotion of safe, orderly, and caring
schools is a key component of the State Board of
Education and Department of Public Instruction’s
strategic plan for schools. State-sponsored efforts
include a wide range of activities, such as collecting
school crime statistics, providing local training on
alternative learning programs, encouraging healthy
school environments and providing support to local
school psychologists and guidance counselors.
School Violence and Crime Report
The eighth Annual Report on School Crime and Violence
showed that the number of reported incidents had
increased slightly in the 2000-01 school year, although
the number of incidents has remained flat over the past
five years with small fluctuations annually. The number
of incidents reported totaled 7,565 or 6.085 acts per
1,000 students. This is up from 7,229 incidents in
1999-2000, or 5.980 incidents per 1,000 students.
Five years ago, in 1996-97, there were 8,141 reported
incidents or 6.724 per 1,000 students.
The three highest-incidence acts from the beginning
of annual reporting in 1993 continue to account for 88
percent of all reportable acts. These three acts are
Possession of a Weapon, Possession of Controlled
Substances and Assault on School Personnel.
When schools are considered by grade level, elementary
schools reported increases of 12.3 percent in the overall
reported crimes. High school incidents increased 5.4
percent, and middle schools posted a smaller increase
of 1.5 percent.
A total of 739 students were victims of school crime or
violent acts in 2000-01. At the same time, 1,063 school
staff were victims. The number of student victims
declined by 8.5 percent and the number of staff victims
declined by 6.34 percent over 1999-2000. A total of 5,664
regular students were reported as offenders, while 2,260
exceptional students were identified as offenders. Most
of the incidents reported were serious enough to report
to local law enforcement. The most common conse-quence
of these acts to the offenders was suspension
from school for 10 days or less.
Given the recent emphasis in schools on recognizing
and intervening at the first warning signs of violence
and crime, and immediately documenting such acts, it
is possible that the increased numbers reflect a more
concerted effort to detect and report crimes on school
property. At the same time, any level of violence or
crime in schools is too high. Increases in violent
incidents are unacceptable, and a sign that efforts
must be doubled to address safety issues.
PERCENT CHANGE IN INCIDENCE OF MOST OFTEN
OCCURRING CRIMES
(a minus represents a reduction, a plus represents an increase)
1998-99 to 1999-00
-1% +8% +4% -23% +4% -3% -20% -14% +12%
1999-00 to 2000-01
Firearms Sexual Assault Unarmed Weapon Assault, Sexual Assault, Drug
Assault w/Injury Robbery Possession Personnel Offense Weapon Possession
-40% -18% -18% -16% -7% -7% +23% +6% +5%
8
Support Provided to Local Schools
North Carolina is fortunate in that it has not weathered
a incident of terrorism or large-scale violence affecting
schools. Nonetheless, on Sept. 11, all Americans recog-nized
their vulnerability.
The Alternative and Safe Schools/Instructional Support
Section at DPI stepped up its efforts in the aftermath
of the terrorist attacks to provide resources for local
guidance counselors, school psychologists and other
educators. The section staff assembled a crisis Web site
with a variety of resources, links and other materials to
help educators and families cope with the events of this
fall, and this Crisis Resources link will remain prominent
on the Department’s Web site, www.ncpublicschools.org,
for as long as necessary.
Although Web-based outreach is able to provide services
and support to a broad audience, the section’s eight-member
staff also provides on-going professional
development and support to local school districts.
Partnerships to Provide Services
Creating and sustaining safe schools is a goal that
requires cooperation among school officials, students,
parents and communities and a variety of government
agencies, including law enforcement. For this reason, the
Safe Schools section collaborates with the Governor’s
Crime Commission on implementing additional
Alternative Learning Program sites funded through Crime
Commission grants. DPI and the Department of Crime
Control and Public Safety also are working together to
develop strategies for school-based and community-based
programs to help long-term suspended youth.
New Legislation Focuses
on Character Education
Although some local school systems in North Carolina
already have character education components included
in their instructional programs, legislation approved in
2001 will expand this statewide. Teach North Carolina
History in Elementary and Middle School and Enact the Student
Citizen Act of 2001 requires instruction in civic and citizen-ship
education. Every local board of education will be
required to develop and implement character education
instruction with involvement from the local community.
Four specific responsibilities are to be taught: respect
for school personnel, responsibility for school safety,
service to others, and good citizenship.
A special legislative provision, also approved this year,
commissioned the State Board of Education to use funds
appropriated for character education to develop a model
character education curriculum. A full-time character
education consultant will be employed by DPI early in
2002 to conduct character education staff development,
develop curriculum materials and resources, and provide
technical assistance to local school districts.
A
total of 739 students (out of 1.2 million) were victims of school crime in 2000-01.
9
10
Students at Carthage Elementary School, Moore County, prepare for a special
patriotic assembly.
Together We
9.11.01 – North Carolina Schools Respond
The attacks of Sept. 11, 2001, represented one of the
worst events in American history. The responses to
these events, however, represented the very best of
American citizens. North Carolina public schools
responded generously and sensitively after Sept.11 to
help their students cope and to help the victims of the
terrorist attacks in New York and Washington, D.C.
To help children understand and deal with the events,
schools provided counseling sessions, held special
assemblies and provided information to students and
their parents about ways to help with their emotions in
the days and weeks following the attacks. While North
Carolina itself was not threatened by this fall’s events,
many of the state’s residents have connections to
victims in New York and Washington, D.C. Also, the
large military installations in North Carolina have meant
that those communities have been affected by troop
deployments. In the outpouring of patriotism, local
school communities have found creative ways to
express their solidarity and sympathy with the Sept.11
victims and help in whatever ways they can.
Elementary school students collected pennies for public
schools, coins for kids and teddy bears for children
affected by the tragedy. In some cases, students who
had planned fundraisers to finance class trips cancelled
the trips and continued the fundraiser – with the
proceeds going to relief efforts.
When President George Bush requested $1 per child for
the Afghan children, North Carolina schools continued
to respond. In Alamance County, the school system
organized a system-wide campaign that culminated with
a finale event where students from each school presented
symbols of their donation and reported on all projects
related to Sept.11 at their school.
Students at Cool Spring Elementary in Iredell County
directly "adopted" two families who lost their fathers in
the Sept.11 attacks. The students are working with the
children’s schools in New York City to provide support
and help for their families. At the school’s first Parent-
Teacher Organization meeting of the year, students held
a talent show and used admissions donations for this
cause. Along with other fundraising activities, the
school’s goal is to raise $3,000 for the two families.
Cool Spring Principal Don Hankins said that the students
have responded well to this challenge. “We knew we
couldn’t help everyone, but we felt like we could help
someone. Our students and parents like the idea of
knowing where their money is going and who it will help.”
In Asheboro, students worked together to make
Remember Sept.11,2001 buttons with the American flag.
Proceeds from their sale went to the family of Sandy
Bradshaw, the flight attendant from Greensboro who
was on United Flight 93 when it crashed.
Displays of patriotism and support for American troops
also have been popular with public school students.
Handmade American flags, balloon releases bearing
patriotic messages, and special "red, white and blue"
days have been important ways for students to express
their support for the victims and their families, as well
as their support for firefighters, police officers and the
armed forces.
e Stand!
11
12
Strategic Priorit3y
QUALITY TEACHERS, ADMINISTRATORS AND STAFF
Test scores and rankings make headlines in education
news, but quality teachers, principals and other staff are
the key to North Carolina’s continuing public school
improvements and critical to parental satisfaction
with schools.
This year, North Carolina local school districts hired
approximately 10,000 new teachers. These new teachers
represent approximately 12 percent of the total number
of teachers in the state’s 117 school systems and is nearly
identical to the number of teachers hired last year.
Because of the critical need for quality teachers and the
large numbers of new teachers who are needed each
school year, North Carolina’s efforts in this strategic
priority largely are focused on teacher recruitment
and retention.
In 2000-01, 41 percent of the newly hired teachers were
issued either initial licenses (for inexperienced teachers)
or continuing licenses. Another 17 percent were issued
temporary permits, pending completion of teacher testing
requirements. Nineteen percent of last year’s new teachers
were given lateral entry from other professions.
In 2000-01, nearly 9 percent of newly hired teachers were
issued emergency permits and nearly 11 percent were
issued provisional licenses. Thirty-eight percent of new
teachers were from outside North Carolina.
Over the past five years, the average teacher turnover
rate was 12.94 percent. Most school systems reported
turnover between 11 and 14 percent, although three
systems – Weldon City, Hoke County and Warren County
– had turnover of 20 percent or more. Most of the
districts in the far western counties reported turnover
of 10 percent or less.
The State Board and Department of Public Instruction
have several initiatives under way to help in recruitment
and retention of teachers:
• alternative entry licensure routes;
• the establishment of a center for teacher recruitment
and retention;
• a three-year induction program and paid mentors for
new teachers;
• the establishment of three regional alternative licensing
centers in Mecklenburg County, Cumberland County
and Nash County;
• overall salary increases to keep North Carolina teachers
as close to the national average as possible or better;
• 12 percent pay increases for teachers with National
Board of Professional Teaching Standards certification;
• 10 percent pay increases for teachers with master’s
degrees;
• special recognition and awards programs, such as the
NC Teacher of the Year, the Milken Family Foundation
National Educator awards, and the Christa McAuliffe
Fellows Program;
• strengthened requirements for new teachers and
continuing ones;
• teacher scholarship loans; and
• Project TEACH, to encourage students to consider a
teaching career.
The typical North Carolina teacher is a 42-year-old
white female, however the largest number of teachers
are clustered around the late 40s and early 50s age
range. Another similarly large number of teachers are
clustered around their late 20s to early 30s.
The current teaching force is significantly less racially
diverse than the students they are teaching. Thirty-eight
percent of North Carolina students are racial minorities,
while only 16 percent of the teachers are minorities.
The State Board of Education sets licensing standards
for people who want to enter the teaching profession
and for teachers to remain licensed. Most teachers have
completed a four-year college teacher preparation
program, although statewide, nearly 16 percent of
teachers hold licenses that are provisional in some way.
The need to hire new teachers will continue at the same
rate North Carolina has experienced over the past few
years. In order to meet the need for qualified teachers
and to meet the goal of high student achievement,
a concentrated focus on teacher recruitment and
retention will continue to be critical.
NC Continues to Top the Nation
in National Board Certification
North Carolina continues to lead the nation in the
number of teachers who have earned certification by
the National Board of Professional Teaching Standards,
the most accepted symbol of teaching excellence in the
United States.
North Carolina has a total of 3,667 teachers who have
earned the certification. In 1994, only eight North Carolina
teachers received this important professional credential.
Achieving National Board Certification is a strong
endorsement of teacher quality and it is encouraging
that North Carolina has so many classroom teachers who
seek the credential. The state supports these efforts by
paying up front the $2,300
assessment fee, provided
that the teacher continues
to teach in North Carolina
in the following year. North
Carolina also provides
three paid release days
from normal teacher
responsibilities in order to
develop portfolios, a 12
percent salary supplement
to the teachers’ regular
salary (good for the 10-year
life of the certification),
and 15 continuing
education units awarded
for completing the
Certification process.
The State Board of
Education also awards a
North Carolina teaching
license to out-of-state teachers
who possess National Board Certification.
National Board Certification assessments require
teachers to demonstrate teaching practice, content
knowledge and pedagogical-content knowledge.
Nationally, approximately half of all applicants receive
certification. It is available to teachers in 27 fields.
Quality is Important for Teacher
Education Programs
When the US Department of Education began requiring
states to prepare an annual report on the quality of
teacher education programs, North Carolina was out
front on this issue having already completed the first
NC Performance Report on Teacher Education Programs in
March 2000.
In 2001, when North Carolina’s third performance report
was released, seven of the state’s 47 teacher education
programs received an exemplary rating and one received
a low-performing rating. The seven exemplary institutions
are Appalachian State University, Duke University, East
Carolina University, Salem College, University of North
Carolina-Greensboro, University
of North Carolina-Pembroke and
Western Carolina University.
Shaw University received a low-performing
designation.
North Carolina’s annual report
rates teacher education
programs according to three
overall criteria: compliance with
state and national accreditation
standards, the quality of
program completers and
involvement with and service
to public schools.
The State Board of Education
has the authority to approve
or close teacher education
programs in North Carolina.
Board members see North
Carolina’s Performance Report on
Teacher Education Programs,
required under the 1997 Excellent Schools Act, as an
incentive to encourage colleges and universities to
improve program quality.
The complete report for North Carolina, including
individual school reports are available online at
http://www.ncpublicschools.org/IHE/IHE01/index_01.html.
13
Christa McAuliffe Fellow
Loretta Langdon, a sixth-eighth
grades mathematics and science
teacher at Princeton High School in
Johnston County, is the 2001-02
Christa McAuliffe Fellow. She
received $24,000 to implement
her program proposal, Scientists in Schools. A smaller
grant of $4,000 also was provided to Jayson Duncan, a
fourth-sixth grade teacher at Pine Hall Elementary in
Stokes County, to help expand his Pine Hall Space
Shuttle Project. The Fellowships are administered by the
Council of Chief State School Officers and state educa-tion
department in memory of the first teacher in space.
14
SPECIAL RECOGNITIONS
North Carolina Teacher
of the Year
Carmen Wilson, mathematics
teacher, Ashe County High School, is
the 2001-02 NC Teacher of the Year.
The state’s Teacher of the Year
spends the school year traveling
the state as an ambassador for the teaching
profession and serving as an advisor to the State Board
of Education. She received a one-time $7,500 stipend
and a trip to a national conference. Also, the NC
Automobile Dealers Association provided the Teacher of
the Year with a 2001 Chrysler Sebring and the NC Center
for International Understanding presented the state
Teacher of the Year with the Carolyn Hunt Scholarship
to pay for a trip abroad.
Wachovia Principal of the Year
Peggy Smith, principal of East
Clayton Elementary School in
Johnston County, is the 2001-02
Wachovia Principal of the Year. As
recipient, she received a cash award
of $5,000 for her personal use and a
matching $5,000 grant for her school. The Wachovia
Principal of the Year program, now in its 18th year,
recognizes public school principals throughout North
Carolina and is co-sponsored by Wachovia Bank, N.A.,
and the NC Department of Public Instruction.
Milken Award Winners
Three educators were named as
Milken Family Foundation National
Educator Award recipients for
2001-02. They are: Robert Freeman,
the Initial Licensure Teacher
Coordinator for Robeson County
Schools and former sixth grade
teacher; Dr. Patricia Legrand, a
Guilford County schools’ teacher at
Middle College High School; and
Cindy Moss, a biology teacher at
Independence High School in
Charlotte-Mecklenburg. The three
were selected by an independent
blue-ribbon committee appointed
by DPI. Dubbed the “Oscars of
Teaching,” the Milken National
Educator Awards were created by
the Foundation to reward, retain
and attract professionals to our nation’s schools.
Recipients receive $25,000 for their personal use as
well as membership in a network of more than 1,700
past recipients nationally.
This all started in the fall of 2000, when six Guilford
County foundations funded The McKinsey Report to take a
close look at Greensboro’s future economic prospects.
One result of this comprehensive report was the organiza-tion
of Action Greensboro, a nonprofit organization
established to coordinate work identified in the original
report, including improving public schools.
From this was born the Commitment to Excellence
initiative.
Local businesses pledged approximately $2 million over
the next three years to fund Commitment to Excellence
programs. The Joseph M. Bryan Foundation, the Cemala
Foundation, along with the United Way of Greater
Greensboro and the Center for Creative Leadership,
have committed approximately $3 million.
“This program recognizes excellence in students and
teachers, raises student performance in closing the
achievement gap and strengthens the quality of
beginning teachers,” said Guilford County Schools
Superintendent Terry B. Grier. “It demonstrates this
community’s genuine commitment to our children.”
Action Greensboro Commits to Guilford
County Schools and Teachers
If you’re a new teacher in Guilford County, the local
school system and its business partners offer many
incentives to work in its schools.
Need help with classroom startup costs? The GCS
Start Card is there to provide $400 for the purchase
of classroom supplies.
Need a new car? First year Guilford County teachers and
administrators can contact one of the county’s Deals on
Wheels partners to purchase a vehicle at invoice price
and a discount on services and parts for one year.
Need personal start-up money for the new year? If
you’re a teacher new to Guilford County, you can receive
$1,200 of your salary on the first day of employment just
to help you get settled.
Need low-cost banking? The school system’s financial
services partner, BB&T provides free checking, no annual
fee credit cards and other perks to teachers in the system.
In addition to these high-profile incentives, the school
system provides special awards programs, scholarship/
loans for teachers, and other programs to make the
school district attractive to quality professionals.
Guilford
County
“It demonstrates this community’s genuine commitment to our children.” Guilford County Schools Superintendent Terry B. Grier
15
16
Strategic Priorit4y
STRONG FAMILY, COMMUNITY AND BUSINESS SUPPORT
The first full year of family, community and business
support as a key priority began with the employment
of an involvement specialist and wrapped up with
the debut of a new Web site. With a focus on best
practices, information-sharing and networking, the
Department and State Board are finding more ways
than ever before to collaborate with other agencies,
partner with other organizations and promote
meaningful involvement activities.
When the State Board of Education adopted strong
family, community and business support for education
as one of its five strategic priorities, it formally
recognized the powerful impact of parents, community
members and the business community on student
achievement and school improvement. This priority
promotes a broad view of involvement: within and
outside school building walls.
Research supports meaningful involvement in education.
The difference between the high and low scores on the
2000 NAEP eighth grade math test was attributed to three
things that parents can control: school attendance, read-ing
and reading materials in the home, and the number of
television-watching hours. Schools with strong connec-tions
to parents and their communities are improving test
scores and other measures of student and school success.
In February 2001, NCDPI, with the Principals’ Executive
Program, Communities In Schools and North Carolina’s
Promise, co-sponsored an instructional leadership
symposium: Improving Student Learning Through
Connections Between the School, Home and Community.
Over 100 school and community participants gained
innovative ideas and valuable contacts for their
communities. State Board member Evelyn Monroe, who
chairs this priority, was one of the featured speakers.
The first Meet in the Middle Conference was held in
September. Meaningful involvement in education was
spotlighted in best practices workshops, skill building
sessions and networking opportunities. Over 350 people
from across the state attended the event. Meet in the
Middle was co-sponsored by the Public Schools of North
Carolina, NC Business Committee for Education,
Communities In Schools of NC, NCPTA, NC Partners,
NC Association of Educators, JobReady, NC Association
of Community Educators and NC Citizens for Business
and Industry.
The Conference included the presentation of the
Governor’s Business Partnership Awards 2001 and the
Governor’s Outstanding Local Official Award 2001. The
Partnership Award recognizes outstanding, sustained
business and business alliance partnerships with
schools or school districts that significantly improve
student performance. Award winners met four award
criteria: the partnership was aligned with school
improvement plans or school system goals, it described
activities that helped student performance, it included a
method to measure, track and evaluate the effectiveness
of the partnership and there was a framework or process
for sustainability. Twenty-nine partnerships were
recognized this year.
The Governor’s Outstanding Local Official Award
recognizes an individual elected official who has
demonstrated bold leadership on behalf of youth and
communities. This year, Charlotte Mayor Patrick McCrory
received the award for the success of the Mayor’s
Mentoring Alliance and the Mayor’s Corporate Council.
State Board Chairman Phil Kirk, State Superintendent
Mike Ward, and Education Advisor to the Governor
J. B. Buxton made the award presentations.
A series of regional Meet in the Middle workshops have
brought training to local communities from Watauga
County to Tyrrell County, Building on the response and
feedback from the conference, the workshops have
focused on reaching all parents and the essentials of
partnership development and sustainability. NCDPI will
continue to offer regional training opportunities in 2002.
Meaningful involvement in education has many faces.
Parents, community partnerships and business alliances
provide human and other resources to schools and
districts, opportunities for teacher enrichment, exposure
to the world of work for students, volunteers for a myriad
of projects and a rich source of intellectual capital.
Information, resources, research briefs and links are acces-sible
through the new and developing Involvement Web
site. Visit http://www.ncpublicschools.org/involvement
for a growing compilation of good ideas, best practices
and tools for involving the community in the education
of all children.
Those interested in partnerships also have a new
resource for communicating. Share your successes and
get quick access to news and information by subscribing
to the DPI Involvement email list.
Shop Till You Drop!
Belk, Inc. – Northern Division demonstrated strong
business support by kicking off American Education
Week with an “In Celebration of Education” event
exclusively for all public school employees. In over 60
stores, educators were honored and appreciated for
their dedication and commitment to the children and
youth of North Carolina. The Nov. 11 event, expected to
be statewide next year, attracted crowds of people from
Durham to Wilmington. State Board of Education
Chairman Phil Kirk joined Belk Northern Division
Chairman Bob Greiner at Raleigh’s Belk Crabtree Valley
Mall store to officially begin the recognition evening.
Kirk described the evening as “a great way for a business
partner to recognize public school employees for their
hard work.”
Public school employees received special savings on
their purchases, free make-overs, refreshments and
chances to win prizes in every department. Becky
Leonard, a kindergarten teacher at Weatherstone
Elementary School in Cary, Wake County Schools, won a
trip for four to DisneyWorld. Carroll Middle School in
Robeson County won $1,000.
Stella Shelton, communications director for Wake County
Schools, said, “Before I could even get in the door on
Monday, my co-workers were telling me what a great time
they had. I’ve heard such great compliments – the refresh-ments,
the prices, the surprises, the freebies and contests
– the obvious high level of thoughtfulness and care put
into the event. Our employees really felt honored.”
Sponsors of the event were Belk Inc. Northern Division
Stores and the Public Schools of North Carolina (State
Board of Education/Department of Public Instruction) in
support of the Strong Family, Community and Business
Support priority of the Board.
“...a great way for a business partner to recognize school employees...” Phil Kirk, Chairman, SBE
17
18
Strategic Priorit5y
EFFECTIVE AND EFFICIENT OPERATIONS
Judge Howard E. Manning, Jr.’s third Leandro Court
Ruling, issued last March, focused on whether the state
allocates sufficient funds to local school systems to
provide each child with the opportunity for a “sound
basic education.” Although there has been no final
determination in response to Judge Manning’s question,
we do know one thing: the state is not interested in
providing a sound basic education; but rather a superior
education that leads to success for all public school
graduates. This goal requires us to work carefully to use
our resources effectively and efficiently.
During his second term in office, former Gov. Jim Hunt
challenged the state to lead the nation in education
by 2010. Gov. Mike Easley has accepted the challenge
and created the Education First Task Force to develop
the “road map for what constitutes a superior
education system.”
The Education First Task Force’s goal is two-fold: to
propose educational strategies that will close the
achievement gap while ensuring that every student
entering North Carolina public schools graduates with
an education that will allow them to succeed in further
education, the work force, or the military. Through its
three subcommittees – The Hallmarks of Excellence, The
Strategic Use of Resources, and Preparing Graduates of
North Carolina Schools – the Task Force is expected to
develop and release its blueprint for academic excellence
in February 2002. The recommendations contained within
the report will be used to develop an education system
that goes far beyond “sound and basic” to one that is
superior and competitive.
One initial focus for the Task Force has been early
education and reaching children who are at risk before
they enter public schools. Through Gov. Easley’s More
at Four pre-kindergarten program, which received $6.5 in
2001 from the NC legislature, some of the state’s
youngest at-risk students – 4-year-olds – will receive the
head start they need to succeed in school.
The More at Four pre-kindergarten program is a
community-based, voluntary pre-kindergarten initiative
designed to prepare at-risk four year olds in North
Carolina for success in school. In its first year, More at
Four funds will be made available to local communities
for high quality pre-K programs that build on existing
childhood services such as community-based child care
centers and preschools and Head Start programs.
In addition to funding the More at Four initiative, the
legislature also appropriated over $12 million to reduce
the state’s kindergarten allocation ratio and K-3 class size
in high priority and chronically low-performing schools.
It’s a financial commitment that is needed if at-risk
students are to get the attention they need and deserve.
Charter Schools
In the five years that charter schools have operated in
North Carolina, one thing is quite clear: instead of
competing with public schools for students, charter
schools have established their own niche, serving a
population of students who, for the most part, have not
thrived in the traditional public school setting.
Parents have embraced this alternative public education
style primarily because the lower class sizes, a hallmark
of charter schools, have resulted in the extra help,
personal attention and flexible instruction they feel
their children need to thrive.
A five-year evaluation of North Carolina’s Charter Schools
program submitted to the State Board in November
found that although smaller class sizes yield positive
instructional benefits for students, it also carries its own
unique problems as charter schools struggle to “creatively
balance enrollment and revenue.” The report also found
that charter school administrators worry about how to
balance innovation with accountability. Administrators
appear to be reluctant to stray dramatically from
traditional classroom practice for fear of jeopardizing
short-term results on statewide tests. Thus, practical
considerations and original purposes often bump into
one another.
The natural growing pains that are a part of any new
initiative were used by the Department to develop a set
of recommendations. The intent of the recommendations
is to minimize the funding impact of charter schools on
traditional schools, promote cooperation between charter
schools and traditional schools, and address concerns
raised regarding flexibility, innovation and transferable
practices. The Department recommended to the State
Board at its December meeting that North Carolina’s
Charter School Program be allowed to expand by as
many as 10 charter schools per year with the number of
schools allowed dictated by the availability of
Department resources to serve the schools.
North Carolina Public School Facilities
Think about it. How much would you get done if you
worked in an office where you had to walk sideways
because your computer desk was right next to your
coworkers? Or, you had to constantly wear a jacket in
the winter because the furnace kept breaking? Or, you
had to leave your building and walk to another building
every time you had to go to the bathroom? This is not
an ideal situation, but this is the situation in which we
expect many public school students and employees to
learn and work. In a number of communities across the
state, the gap is widening between facility needs and
dollars to fund them.
In 1996, North Carolina residents approved a $1.8
billion state bond issue based on an earlier survey
of public school facility needs. Five years later, a new
survey has been conducted but, instead of showing
diminishing needs, local school systems have identified
$6.2 billion in current and projected facility needs.
Why such significant needs? The answer can be
summarized in two words: student population.
North Carolina has experienced an increase of 84,680
students in the last five years. The K-12 student
population enrollment is expected to increase by
another 6.4 percent, or 79,990 students, in the next five
years. Ten percent of all public school students are
being taught in mobile classrooms and the number of
mobile classrooms being used by school systems has
increased 16.4 percent since 1996 to 5,627.
Almost 33 percent, or a little over $2 billion is needed
for new schools. For school additions, another $1.8
billion is projected. To cover the costs of renovations of
existing schools, $1.7 billion is needed, with almost $5
million needed to cover the costs of land acquisitions
and furnishings and equipment. These numbers do not
include recent changes by the legislature to reduce the
state’s kindergarten class size allotment or reduce K-3
class size in schools that are considered high priority or
chronically low performing. Nor does the overall cost
factor in regional cost differences or inflation.
On the bright side, voters have approved 29 bond
referendums in 25 counties totaling $2.7 billion since
the statewide bond passed in 1996. This includes the
overwhelming approval of seven bond referendums
totaling $465 million in November.
Although each of these counties had compelling school
facility needs, approval of the bonds was not assured.
The economy is weak. Many communities have lost
large numbers of jobs, and state and local governments
are counting every penny. Our country is at war and
uncertainty is commonplace.
These votes represent more than the obvious “yes”
to new school buildings and renovated facilities. They
provide a vote of confidence in public schools, their
performance and future.
If we want our public schools to provide a superior
education, we must provide the financial resources to
ensure that students have classrooms where they can
learn and achieve. The $6.2 billion doesn’t provide for frills
but the basics to stimulate learning: classes where desks
aren’t on top of each other, room temperatures don’t
distract, and facilities support the needs of all students.
Projected Student Enrollment Growth
1,380,000
1,360,000
1,340,000
1,320,000
1,300,000
1,280,000
1,260,000
1,240,000
1,220,000
1,200,000
1,180,000
1,160,000
2000 2001 2002 2003 2004 2005 2006 2007 2008
19
20
State Board of Education Members
Phillip J. Kirk, Jr., PO Box 2508
Chairman Raleigh, NC 27602-2508
Member-at-large 919.836.1407
Phil Kirk was appointed to the Board by Gov. James B.
Hunt, Jr. in 1997 to fill an unexpired term. A native of
Rowan County and a graduate of Catawba College, Mr. Kirk
now serves as president and secretary of the NC Citizens
for Business and Industry and the publisher of North Carolina Magazine.
His extensive list of governmental positions includes serving as Chief of
Staff for two former governors and a United States senator. He also served
in the NC General Assembly and was the youngest state senator in history
at the time of his election. A former English and journalism teacher,
Mr. Kirk has a remarkable background in education, having been named
Salisbury Teacher of the Year and having received the Friend of Education
award by the Professional Educators of North Carolina. In addition,
he served as the vice chair of the State Board of Community Colleges,
treasurer of Smart Start, and the chair-elect of the Public School Forum
of North Carolina. His term expires March 31, 2005.
Mike Ward 301 N. Wilmington Street
State Superintendent Raleigh, NC 27601-2825
and Secretary to the State Board 919.807.3430
Dr. Michael E. Ward is State Superintendent of the
Public Schools of North Carolina. Re-elected to a second
term in November 2000, Dr. Ward is also a member of
the Council of State which includes the Governor,
Lieutenant Governor and eight other statewide elected officials. Prior to
his election as State Superintendent, Dr. Ward served as Executive
Director of the North Carolina Standards Board for Public School
Administration, and superintendent of schools in Granville County, NC.
He also served as a teacher and principal. A three time graduate of North
Carolina State University, Dr. Ward received the University’s
Distinguished Alumnus Award in 1997.
Vice Chair Jane P. Norwood
6th Education District
7026 Ballentyne Court
Charlotte, NC 28210 704.554.9894
Jane Parler Norwood was appointed to the Board by Gov.
Martin in September 1990 to fill an unexpired term. She
was reappointed in March 1995 and again in April 1999
by Gov. Hunt. Dr. Norwood is a professor, Department of
Curriculum and Instruction, at Appalachian State University. She holds
advanced degrees in Education/ Psychological Services – Reading from
the University of South Carolina and a bachelors degree in Education
from Coker College. Norwood’s term expires March 31, 2007.
Beverly Eaves Perdue
Lieutenant Governor Hawkins-Hartness House
310 N. Blount Street 20401 Mail Service Center
Raleigh, NC 27699-0401 919.733.7350
Lt. Gov. Beverly Eaves Perdue, elected to the office in
2000, is an ex officio member of the Board. A former
classroom teacher, she comes into the second highest
elected office in our state having served five terms in
the North Carolina Senate and two terms in the State House of
Representatives. In 1999 she received the North Carolina Association of
Educator’s President Award for her work on such innovative education
measures as the Excellent Schools Act, the Safe Schools Act and Gov.
Hunt’s Smart Start initiative for early childhood development. Lt. Gov.
Perdue holds a Ph.D. and master’s degree from the University of Florida
at Gainsville.
Richard H. Moore
State Treasurer
Albemarle Building
Raleigh, NC 27603-1388 919.508.5176
State Treasurer Richard Moore serves as an ex officio
member of the Board. A former federal prosecutor and
member of the NC General Assembly, Mr. Moore was
Secretary of the Department of Crime Control and Public
Safety for four years prior to his election as State Treasurer. He serves as
chairman of the NC Local Government Commission, the NC Tax Review
Board, the State Banking Commission and the Board of Trustees of the
NC Retirement Systems. Mr. Moore serves on the NC Community
College Board and the Council of State.
Kathy Taft
1st Education District
611 Queen Anne’s Road
Greenville, NC 27858 252.355.7299
Kathy Taft was appointed by Gov. Hunt to the Board in
April of 1995. She attended NC State University and East
Carolina University, graduated from ECU cum laude with a
bachelor of science degree in education and also pursued
graduate work in education. Ms. Taft has been a member and past vice
chairperson of the Pitt County Board of Education and has been active in
the NC School Boards Association, the Pitt County Boys and Girls Club,
the Communities in Schools Executive Board, the PTA and numerous
other civic organizations and is a member of the Women’s Forum of NC.
She served on the NC Medical Care Commission and two terms on the
Board of the NC Governor’s School. Ms. Taft’s term expires March 31, 2003.
Michelle Howard-Vital
2nd Education District
UNC-Wilmington
601 South College Street
Wilmington, NC 28403-5613 910.962.4138
Michelle Howard-Vital was appointed to the Board by
Gov. Mike Easley in 2001. She has been involved in edu-cation
for the past 26 years. She earned a doctorate in
public policy analysis with an emphasis in educational policy from the
University of Illinois at Chicago. Additionally, she has a graduate and an
undergraduate degree in teaching English literature and language from
the University of Chicago. In May, 2000, she was recognized with the
Distinguished Alumnus Award from the University of Illinois’ School of
Education for her work in teaching, administration and scholarship. She
is currently a professor in the School of Education at UNC-Wilmington
and also serves as Vice Chancellor for Public Service and Extended
Education and associate provost. Her term expires March 31, 2009.
Edgar D. Murphy, III
3rd Education District
PO Box 13010 Mail Stop D17/02/0F2
RTP, NC 27709 919.977.3045
Edgar D. Murphy, III was appointed to the Board by Gov.
Hunt in 1999. He is currently manager of Community
Relations for Nortel Networks, RTP and is responsible for
implementation of Nortel’s strategic community rela-tions
program of which K-12 public education is a focus. He has served
on the Durham Public Education Network Board of Directors, the
Durham Workforce Partnership and the Center for Employment Training.
Mr. Murphy earned his degree in industrial technology from NC A&T
State University in 1972. Mr. Murphy’s term expires March 31, 2007.
Evelyn B. Monroe
4th Education District
525 Hardee Branch Road
West End, NC 27376 910.295.5710
Evelyn Bruton Monroe was appointed by Gov. Hunt to
the Board in August of 1995 to fill an unexpired term.
Ms. Monroe is a graduate of UNC-Greensboro. She
was a former teacher of math and science and vocational
education. Ms. Monroe’s extensive involvement in the public schools
includes 14 years on Moore County school advisory councils. She served
on the Moore County Vocational Education Advisory Council and the
Study Committee for Gifted and Talented. She has been a trustee for
Sandhills Community College and has served on the System Planning
Committee for the State Board of Community Colleges. Her term expires
March 31, 2005.
Maria Teresa U. Palmer
5th Education District
1321 Airport Road
Chapel Hill, NC 27514-6605 919.932.4818
Maria Teresa Palmer was appointed by Gov. Hunt in 1999
to fill an unexpired term. Ms. Palmer is currently the
founding pastor of the Hispanic congregation at the
Iglesia Unida de Cristo (United Church of Christ) in
Orange County. Ms. Palmer is a graduate of Jacksonville State University
in Alabama where she received a degree in education. She also attended
the Southern Baptist Theological Seminary and the University of
Louisville where she earned a masters in education. Ms. Palmer is
currently pursuing her doctoral degree in education at UNC-Chapel Hill.
Her professional experience also includes being a Spanish teacher, a
multi-cultural counselor, and assistant director of the Center for Latin
American Education at the University of Louisville. She has been actively
involved as a parent representative and advocate for the Hispanic
community with both the Chapel Hill-Carrboro and Orange County
school systems. Her term expires March 31, 2005.
Ronald E. Deal
7th Education District
1460 6th Street Circle NW
Hickory, NC 28601 828.324.7466
Ron Deal, chairman of Wesley Hall, Inc., was appointed
to fill an unexpired term in 1997 by Gov. Hunt. After
graduation from Wake Forest University, Mr. Deal estab-lished
a successful career in furniture manufacturing in
Hickory while participating in numerous organizations. He is a trustee at
Wake Forest University and a past president of the university’s alumni
association. His experience in education includes serving as a member
of the NC State Board of Community Colleges. Currently, Mr. Deal serves
on the Board of Directors for the BB&T Corporation and as a trustee for
Catawba Memorial Hospital. His term expires March 31, 2003.
Wayne McDevitt
8th Education District
UNC-Asheville
One University Heights CPO #1420
Asheville, NC 28804-8503 828.251.6742
Wayne McDevitt was appointed to the Board by Gov.
Mike Easley in 2001. He currently serves as Vice
Chancellor for Administration and Financial Affairs at his
alma mater, UNC Asheville, where he graduated with distinction in politi-cal
science and has been recognized with the university’s Achievement
Award, Distinguished Alumnus Award and the Chancellor’s Medallion.
Mr. McDevitt most recently served as Chief of Staff for Gov. Jim Hunt and,
earlier, on the state’s Executive Cabinet as Secretary of the Department
of Environment and Natural Resources. His extensive record in public
service led the Asheville Citizen-Times to recognize him as “one of
Western North Carolina’s 50 most influential people of the 20th century.”
Mr. McDevitt’s advocacy for education and children includes service on
numerous boards including NC Partnership for Children/Smart Start, NC
PTA, Baptist Children’s Homes, two university boards of trustees and the
steering committee of the Community Colleges and Universities Bond
Campaign. His term expires March 31, 2009.
Patricia N. Willoughby
Member-at-large
Meredith College
3800 Hillsborough Street
Raleigh, NC 27607-5237 919.760.2266
Patricia (Tricia) Nickens Willoughby was appointed to the
State Board of Education by Gov. Mike Easley in May,
2001, to serve an eight-year term. She currently serves as
an assistant
professor of education at Meredith College in Raleigh, NC. She attended
North Carolina public schools, received her A.B. degree in early childhood
education from UNC-CH and a master’s degree in education from
Meredith College, specializing in reading. Ms. Willoughby is a former
classroom teacher who has been involved with the Triangle Alliance and
the Mentornet Project of Wake County. In addition, Ms. Willoughby has
been an active member of the parent/teacher/ student associations at
schools attended by her two daughters. Her term expires March 31, 2009.
Zoe Locklear
Member-at-large
PO Box 1510
Pembroke, NC 28372 910.521.6221
Zoe Woodell Locklear was appointed to the Board by
Gov. Hunt in 1999 to fill an unexpired term as an at-large
member. She received her doctorate and masters
degrees in special education from UNC-Chapel Hill. Her bachelors
degree is also in special education from UNC-Pembroke. Her extensive
vita reflects service to both the public schools of North Carolina and to
the state’s university system as teacher, administrator and professor.
Dr. Locklear is currently the dean of the School of Education at UNC-Pembroke.
She is a member of Phi Delta Kappa, the Robeson County
Partnership for Children, the American Association of University Women
and the Council for Exceptional Children. Dr. Locklear’s term expires
March 31, 2003.
Teacher of the Year Advisors
Ms. Laura Bilbro-Berry
Elementary Teacher
John C. Tayloe
Elementary School
Beaufort County Schools
Term: June 2000 -
June 2002
Ms. Carmen Wilson
High School Teacher
Ashe County
High School
Ashe County Schools
Term: June 2001-
June 2002
Student Advisor
Tabitha Peacock, Senior
Smithfield-Selma
High School
Johnston County
Term: July 2000 -
June 2002
North Carolina Education Districts
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